DOCUMENT RESUME

ED 07-784 LI 004 194

TITLE International Library Manpower; and Placement in North America (ALA Preconference Institute. Detroit, Michigan; June 26-27, 1970). Education for Librarianship: Country Fact Sheets. INSTITUTION American Library Association, Chicago, Ill. Office for Library Education.; Pratt Inst., Brooklyn, N.Y. Graduate School of Library and Information Science.; Wayne State Univ., Detroit, Mich. Dept. of Library Science. PUB CATE 70 NOTE 136p.;(178 References) ERRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS Conference Reports; *Foreign Countries; *Librarians; Library Associations; *Library Education; Library Schools; Library Standards; Manpower Development IDENTIFIERS *Librarianship AESTRACT Fact sheets on the general education system and education for librarianship are presented for 49 countries. The following countries are represented: Algeria, Australia, Austria, Burma, Chile, Costa Rica, Cuba, Denmark, Ecuador, , Germany , Guatemala, India, Indonesia, , Iraq, , Italy, Jamaica, Japan, Jordan, Korea, Kuwait, Latin America, Lebanon, , , Morocco, , Pakistan, , Paraguay, Peru, , Saudi Arabia, , , Taiwan (Formosa), Thailand, Tunisia, Turkey, United Arab Republic, United Kingdom, Uruguay, , Viet Nam, West Africa, Yemen.(A related document is LI 004193.) (03) FILMED FROM BEST AVAILABLE COPY

U S DEPARTMENT OF HTAllti FOUCATION A WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS Li EiN trkit, DIXED EXACTLY AS r Trt f Rom THE PERSON OR ORGANIZATION 0516 INATINO IT POINTS OF VIEW 05 (+PIN IONS STATER DO NW NEt:rr,',1,,, REPRESENT OFT-KART (II I It.E of ,00 CATION POSITION OtHPOLICY INTERNATIONAL LIBRARY MANPOWER

EDUCATION AND PLACEMENT

IN NORTH AMERICA.

ALA Preconference Institute. Detroit, Michigan June 2.6- 27, 1970

EDUCATION FORAABRARIANSHIP:

COUNTRY FACT SHEETS. EDUCATION FOR LIBRARIANHIP

LIST OF FACT SHEETS

1.A lgeria 25.Latin America

2. Australia 26.Lebanon

Austria 27.Libya 4. Burma 28. Mexico Chile 29. Morocco 6. Costa Rica 30. Nigeria

7. Cuba 31.Pakistan 8. Denmark 32. Panama'

9. Ecuador 33.Paraguay

0. Ethiopia 34.Peru

11.Germany 35.Philippines 12. Ghana 36. Saud Arabia Guatemala 37. Sudan 14.India 38. Syria

15.Indorse 39. Taiwanorroosa) 16.Iran 40. Thailand 17.Iraq 41.- Tunisia Israel 42. Turkey 19.Italy 43. United Arab Repub lc 20. Jamaica 44. United Kingdom 21. Japan 45. Uruguay 22. Jordan 46. Venezuela 23. Korea 47. Viet Nam 24. Kuwait 48. West Africa

4g_ VAmnii Institute on "INTERNATIONAL LIBRARY MANPOs., ER: Education and Placement in North America'' Detroit - Tune 26-27, 1970

Education for L brarianshi -ALGERIA (lncot nlete) BACKGROUND INFORMATION

Population - 12,540,000 - - Age Limits 6-14 Duration 4.Entrance Age 6

5.School Enrollment Ratios

Unadjusted School Enrollment Ratios:

A.First Level

B.Second Level 11

First and Second Levels 34 Adjusted School Enrollment Ratios:

First and Second Levels 39

6.Education at Third Level(1966) A. Teaching Staff

B.Students 8,503

C. Number of studentsper 100,000 inhabitants 70

7.Libraries (1964) Volumes..

A.National 1 653,00.0

B. 1 500,000

C.School 75 40,000

D.Special 12 43, 000

E.Public 16 6l, 000

UNESCO Stet cal Yearbook 1968.Pas, 1969 Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit une 26-27, 1970

Education for Librarianship -- AUSTRALIA Fact Sheet prepared by Norman Horrocks

Primer ariyi§&sEducatiom

Compulsory for all children between ages 6 15, except in Tasmania where the leaving age is 16. Those who wish to continue their education stay at until ages 17 or 18 when they sit their final examination. A good pass in this generally quali- fies a student for admission to a university, of advanced educeion or teachers' college.

Advanced Education

There are fifteen and one university college.Lorarianship is taught at only one institutionthe Tlniversity of New South Wales. This is a graduate school and successi 1 completion of a one -year program leads to the award ofa Diplorrca in Librarian- ship. Graduates with an approved c ualification in librarianship suchas the Diploma, may proceed to a Masters in Librarianship. The Masters program ade up in part by course ,work and in part by thesis.In general, an Australian bachelor's degree is compl in three years at "ordinary" level; an "honors" degree takes four years. The university year is 30 weeks, from March to December. There is no ecTuivalent of the American "liberal arts" college or junior college.

Each major city has a college of education, institute of technologyor technical college. Their declared aim is to provide a wide range of courses at different levels. The highest level is that of Diplom- which is awarded by the teaching institution but which is often accepted by professional bodies for membership. Admission standards for diplomacourses are usually those for university admission and official government policy is that these -2- institutions should be regarded as" "different from, but iot inferior to, the universities Full -time schools of librarianship now exist in Canberra, lbourne and Sydney. Similar schools are planned for Perth, Adelaide, Hobart, and Brisbane; i.e. ,the Federal and cap:1 State capital will have a school of this kind.The pattern seems to be emerging that thew will be three-year diplo courses combining librarianship with othersubjects and taken by non-graduates. These same schools will probablyoffer one-year diploma courses open to graduates.

Part-time courses in librarianship are also offered in anumber of centers to prepare Stu- dents for the centrally-administered examinations ofthe Library Association of Australia. These examinations are held annually; the instructors andthe examiners are usually practicing librarians. Examinations are held in seventeensubject fields and normally nine must be completed to qualify as an Associate ofthe Library Association of Austra (A.L.A.A.) and be entered on the register as a professionally qualifiedlibrarian. The

A .L.A.A . may be obtained with a specialization ineither librarianship or archives, although certa.in "core" courses are basic to both programs .To enter for the examinations , a student must be at the educationallevel which would gain him admittance to university. In addition to passing the recuired examinations person must be 21 years of age with at least three years of experience and/or training in alibrary or archival institution approved by the Board of Examiners.

The Library Association of Australia will admit to its Registerthose who passed the nine examinations and those who obtain a Diploma fromapproved full-time schools of librarian- ship. All are regarded as Associates. In addition, the Associationawards a diploma of its own for an approved thesis. The Associationalso awards a Fellowship (F .LA.A.) on the recommendation of the Board of Examiners for "distinguishedcontribution to the theory or practice of librarianship." There are4 Teachers' fuby the State Education Lepartments. These have close links with the Universities. For teacher_ at primary level a two or three year program is undertaken; for secondary schools a teacher will normally follow a four-year program corn- bining a degiee and a diploma in education.In some teachers' colleges there are courses

in school libra,ianship. Towards the enrl f 1959, an Australian School Library Association was fort ed which may affect future developments in this field.

Biblioa Jean Hagger, l'Principles into Practice," in Australian Library Tournal, vol. December, 1969, pp. 413-416.

Library Assbciation of Australia. ridbook. (Annual). Wilma Radford, "Education for Librarianship" in Australian Library Journal, vol. 18, no. 11, December, 1969, pp. 4,07-411.

Jean Whyte -- Australia, in Library Trends, October, 1963. Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" LietroitJune 26-27, 1970

Education for Librarianshi =AUSTRIA Fact Shoat prepared by J. Pariam Eanton

Austria has a highly developed educational systemhich, like that of Germany, is essentially of four levels: primary, secondary, tertiary, and university. The tertiary level, education in thegymnasiuie,ter in tes at the end of about the American sopho- more-year, or junior college level.University education is alrr ost universally reouired for the highest level positions in all professions, including librarianship. Such positions are, however, a minority of all professional posts in almost all libraries, and arelargely concentrated in academic and scholarly librariesnational, state, and university. Although Austria has no library school, the standards for library education and professional employment in the scholarly libraries are very high. As in Germany, there are two classes of professional employees. The,recruirements for the "higher service" are, first of all, a doctor's degree in an academic subject field, followed by one and three- quarters years of intensive in-service training, the last six months of which are inthe National Library in Vienna. Courses are given by senior librarians of its staff and the staffs of a few other libraries. The candidate must then pass a series of four cpre- hensive examinations, three written and one oral, covering the subjects of paleography, bibliography, cataloging, library administration, library , organization of knowledge, of , and reference work. He must have a knowledge of Latin, English and French; either Spanish or Italian; and either Greek or a fourth modern foreignlanguage. Successful candidates are eligible for appointment as department heads and subject specialists in scholarly libraries, and the most competent and successful eventually become assistant librarians and librarians. -2-

In their capacity as subject specialists,the members of this professional classare responsible for collection-building in theirsubject field3, and select, order, and classify books, both current and retrospective,The routine activities connected with all but the first of these processes, and moot cataloging,are pur, armed by the second group of pro- fessional employees.

Again, as in Germany, the renuirementsfor admission into this class are generally graduation from the "Gymnasium"or other "high scho 1" roughly equal to the French lyo6e or the American unior college-- followed by an almost identical in-service training and course program except that the membrs of this class do not intern in the National Library, and the examination not so comprehensive.

The education and status ofpersonnel in the many hundreds of public and popular libraries are far lesssatisfactc Most cities and towns have little or nothing in the way of in- service training programs and thereare almost no opportunities for employees or prospective employees to take courses. Graduationeven from the Gymnasium is generally not a requirement. The situation in Vienna is somewhatbetter than elsewhere. There gymnasium graduation, though not a firm requirement,is held to be desirable and employees of the public library system receive, during workinghours, part-ti e instruction totalling about 250 hours over a pc:iod ofa year, in the Central Library.

Bibtioarephy

J. Periam Eantan, "Austria: Its Libraries and Librarianship, Libri, XVI (1966), pp. 157-169.

Karl Ka--el, "Bibliothekarausbildung in Osterreich," Biblos, XVIII (1969 ). pp. 6-9. Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" DetroitJune 26-27, 1970

Education for Librarianship-BURMA Fact Sheet prepared by Paul Bixier

Educational Systetn

Education has beenon the upswing in the 1960' All schools are now government controlled.In 1964 was placedunder a directorate within the Ministry of Education; students are assignedto particular schools or institutes, andlibrarians and teachers are civil se -ants.(Burma's population: 26 million Primary schools (grades, or standards, 1-4)in 1968 enrolled 2.8 million pupils-- a th of a million since 1962.

Middle schools (grades 5-8)in 1968 enrolled a half million pupils. High schools, including technicalschools, enrolled about 300,000 pupils.

In higher education thereare 2 universities, 5 intermediate colleges,one workers' college (), and10 institutes for professionalor technical training. Total enrollment - 40,000 students. Since 1964the government has emphasized "aneducational

system equated with livelihood" (result:more technical training).

Education Or Librarianship

Burma has no library school. Thereare an estimated 30 professional librarians in the

country, all trained abroad (Ireland, England,the , India, Australia).Pro- fessional librarians at the Universityof Rangoon have recently conductedat least two seinars of a month's length forlibrary trainees in the system of higherducation. In 1968 a public library,Sarpay Beikman, sponsoreda library seminar (somewhat like an extended national library conference) attended bysome 90 practicing Burmese libra n_ -2-

Other professions fare better in their education. Receivingmost attention is , h three institutes for and research plusa fourth for medical technology. Libraries of those institutes are small, yet they have recently inauguratedamong themscl the nation's first example of library cooperation.

Literacy aria Language

In the 18th century Burma had one of the world's highcst 1,,e...-acy rates, but during the British colonial period English supplanted Burmese in govern- ent use and i.n schools and libraries beyond the primary grades (few such libraries were established). Today there are few school libraries, and despite government efforts to improve literacy, public libraries languish. Special and academic libraries predominate.

A current major problem lies in the anomalies that exist in theuse of Burmese and English for learning purposes. Books in English outnumber those in Burmese inevery library of any moment except those few devoted to the study of TheravadaBuddhism; but with English relegated to a receding secondary place, students hovelittle facility in using such collections. Burmese is noused verbally in all classes up through advanced pro- fessional classes, and Burmese textbooks are available in the lower grades. On advanced levels, however, the resources of both language andpublication in Burmese have been unable as yet to supply adequate materials in translationor original writing for research or professional work. Language factors constitutea basic restriction on much library use. Birkelund, Palle. Resort on the Developrrlent Burmese University and Researc Libraries. UNESCO, Paris, 1969.Serial No 1186/BMS, RD/DRA. Bixler, Norma. fiurrrTourney. AntiochPress, Yellow Springs, Ohio, 1967.

Bixler, Paul."Burma: Ambivalence and Inner Conflict,"Lib-2Ey jcur 87:4124-27 (November 15, 1962).

Pa Eastern E onomic Review Yearbook 1969.Hongkong."Burma" section, p. 114-15. Htin Fatt, U."Reports" in Newsletter, UNESCO RegionalCentre for Reading Materials, Karachi. Vol. 10, nos. 2 and 3- (July and October, 1968).

Kaung, U."A Survey of the History of Educationin Burma Before the British Conquest and After,"ournal of the Burma Research Society 46:1-124 (December, 1963). Quigly, E. Pauline. Some Observations on Librariesivlanusc n. and Books of Burma: from the 3d Century A.D. to 1886. ArthurProbsthain, London,1956. Tinker, Hugh. The Union of Burma-a -Study of the First Years of Independence. 4th ed., Oxford, London, 1967.

U. S. Department of health, Education andWelfare. Office of Education. Burma: Educational Data. G.P.O.,Washington, 1965. Institute on INTERNATIONAL LIBRARY IviANPO:i ER: Education and Placement in North America ' DetroitJune 26-27, 1970

Education for Librarianship_ 7CHILE Fact Sheet prepared by Carmen Rovira

Population 9, 351, 000 Capital:Santiago Educational Structure , 6 years; divided in 2 cycles: first cycle of 3 years common to all, and second.cycle of 3 years leading to the degree of -"Bachiller" for those planning to enter higher education. The institutions themselves are calledliceos'' or -colegious". Other vocational, technical, teacher-training institutions, etc., exist at the same level. Higher education.There are 8 universities, 2 or them state-supported, and 6 private, with some financial support from the government. The largest is the University of Chile in Santiago, with branches in Antofagasta and Valparaiso, and regional colleges in 5 provincial cities.Professional degrees in most fields are granted after 5' or 6 years of study, except for medicine which takes 7 years, Some Schools attached to Faculties have curricula lasting from 3 to I years, among them library science and journalism. The other universities (2 in Santiago, 2 inValparal'so,and one each in Antofagasta, Concepcicfn and Valdivia) offer a more limited choice -of studies, and none of them teaches library science. All universities have academic, administrative, and financial autonomy. Ed cation for Librarianship The only library school in the country is the School of Library Science in the Faculty of and Education of the University of Chile, created in 1949. Requirement for _dmission is graduation from the "Bachille ato." The curriculum adopted in 1961 provides for a 3-year program, the first and second devoted mostly to general subjects.Four professional courses are also taken during the second year, and seven during the third year.The academic year lasts nine months.After completion of the course work and six-months internship in a library, candidates receive the degree of Librarian.For several years plans have been under discussion to add a fourth year of study and a dissertation,, leading to a degree ofLicenciado". This plan may have been put into effect in 1969. The regional colleges in Antofagasta ,Te uco, and Valparaiso have conducted temporary library courses, with the same curriculum as in Santiago', mostly for the training of local librarians. Brief Com a ison -h other_Profesic ns The librarian is considered to be above the primary teacher, about the same level as the social worker, but on a loser level than la ayers, physicians, engineers and secondary school .

Bibliooraphv .Chile.Comision de Planeamiento de la Ethicac o'n.Sub- Comisitn de Bibliotecas. Planeamiento nacional de servicios bibliotecarios.- en Chile, p. 33-41. (In Pla- neamiento nacional de serviciosbibliotecarios, vol. II: Por paises; Parte 1, Chile y Mxico.t -ashingtdn, D.C.Unio'n Panamericana, 1966.Estudios Institute on "INTERNATIONAL LIBRARY MANPO ,v ER: Education and Placement in North America" Detroit - June 26-27, 1970

Education for Librariansbip°COSTA RICA Fact Sheet prepared by Carmen Rovira

Population 1,640,000 Capital:San Josh Educational Structure Primary and secondary education are free, and are under the jurisdiction of the Ministry of Education. Primary education lasts 6 years. Secondary Education is divided into a 3-year basic cycle common to all, and a second cycle of 4 years for those planning to enter higher education.This last cycle is called "Bachillerato en ciencias y letras" and is required for admission in the University. Higher education. The University of Costa Rica is the only institution at this level in the country.It is autonomous, but the Minister of Education is a member of the University Council, to establish a line of communication with other levels of the educational system. All university students take the first two years of general studies at the Faculty of Sciences and Letters.To obtain a professional degree, 5 to 7 years of study are required. The University has Faculties of Sciences and Letters, Agriculture and , Economic and Social Sdiences, Law, Education, Pharmacology, Civil Engineering, Medicine, Microbiology, and Odontology. Education.for Librarianship Studies had been carried on since 1962 about the possibility of establishing a permanent library school in Costa Rica, to serve all of Central America. Some short courses had been given from time to time. A Library School was finally established as part of the Faculty of Education, to begin courses in March 1968. The three-year course of study is based on the recommendations of the in-depth survey of library education in Latin America carried out at the Inter - American Library School in Medellin, -2-

Colombia, and includes both general and professional subjects. The curriculum Could be expanded later up to 5 years, for graduate study.The school has not yet granted any degrees.

Brief Co-a-isan h other Professions AS in other countries, the profession has not reached the level attained by teachers, or even other nevi professions such as social vorkers, and mostlibrarians are considered as clerical viorkers.Hopefully, the new library school Fill change this.

Bibliocra_phy-u Saber, Josefa Emilia Posibilidades de crear una escuela centroamericana para el adiestral ien o y formacicin de personal bibliotecario.(San Jose, Costa Rica) Primera Reunion de Bibliotecarios Universitarios Controamericanos, 1962. mimeo. Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Education for Librarianship- CUBA Fact Sheet prepared by Carmen Rovira

Population8,100,000 Capital: Havana Educational Structure

Primary education: lower primary, 6years; upper primary, 2 years (academic or

vocational). Secondary :education:"Bachille ato" (5 years) for those planningto enter the university; Normal Schools (4 year etc. Higher education. The University of Havana, withits 13 Faculties, was the only university in the country until 1949, whentwo other official universities were created.In 1950 the existence of private universitieswas recognized, with some limitations. The Universities enjoyed completeeducational and administratye independence, and the centrel government hadno part in their functioning. Education for Librarianship

The University of Havana began offering librarycourses in its Summer School, from 1946 to 1952. Six -week intensivecourses during 3 summers, plus a thesis, led to a diploma. of library techinclue, and the curriculumcontained professional subjects only.In 1950 a permanent library school was openedas part of the Faculty of Philosophy and Letters, with a 4-yearprogram leading to the degree of Librarian and a 2-yearcourse to the degree of Library Assistant. Most of thegeneral culrura I courses were taken at the Faculty of Philosophy and Letters.Graduates of that Faculty (and later ofany other Faculty in the University) could enter the LibrarySchool directly at its fourth year, containing the professional subjects. Students witha secondary school diploma of "Bachillerhad to take the full two or four=year curriculum. In 1959 practicing librarians without a secondary school diplomawere admitted to work towards the degree of Library Assistant. After 1960 thereare no reliable data on the university -2-

library school, and most library training in thecountry is being given in short courses.

Another library school inHavana, the Cuban School forLibrarians, was organized in 1950 and attached to the library of the SociecladEcnomica de Amigos c'el Pars.It consisted of one year ofstudy, divided in twosemesters, and granted the degree of Technical Assistant in Librarianship to thosewho did not havea secondary school diploma, and Bachelorin Library Science to thosewho had a secondary school Bachelor diploma. The curriculum was the same forboth. The schoolwas closed by the government in 1959.

Brief Com a ison withother Professions

Although on paper the LibrarySchool at the University ofHavana was a 4-year school following graduationfrom secondary school, itbecame in fact a post-graduate or 5-year school because up to 1959 all of the students enrolledfor the degree of Librarian had previously had4 years of universitystudies at the Faculty of Philosophy and letters or the Faculty of Lai and were able to completeall requirements for graduation from the Library School in one year, plusproficiency. tests in English and French, and a thesis. The Cuban School for Librarianscannot be considered at the university level, although a nu- bet of its graduates also helduniversity degrees in Philosophy and Letters

Aguayo, Jorge

Informe sobre la creacioin deuna escuela de bibl otecariosen laniversidad... (Universidad de la Habana,no. 70-72, ene.-Jun. 1947,p. 292-306) Massip, Salvador

School of librarianship ofHavana University, Cuba. (UnescoBull, for Libraries, 12:37-39 Feb. 1958) Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Education for Librarians hi -DENMARK Fact Sheet prepared by Fredric Iviosher Educational Structu

Primary education in Denmark begins atage 7 and lasts 9-10 years. Qualified students then enter the gymnasium, whichprepares them in 3 years to pass the matriculation examination (studentereksamen) which qualified those whopass to enter a university or one of several higher schools of specialized instruction, suchas librarianship. Passing the studentereksanen iroughly equivalent to completion of the first twoyears (lower division of an American four-year college).

Education for Lib- a i nshi hin this S -stem Education for librarianship in Denmark is concentrated solelyin one institution, the Royal Danish Library School at Copenhagen, lth theexception of the preparation of school librarians, who are educated at the Royal DanishSchool of Educational Studies and must be professionally Qualified teachers. TheDanish Library School's primary function is the education of public librarians, who spenda total of four years .under the supervision of the school before they are professionally qualified.One year or twelve months of this total is spent working in libraries.The remaining three years are -spent at the school in studyexaminations, and the preparation of a thesis

The plan is roughly this:(1)one year of instruction in reference, cataloging and' classification, communication theory and history, library organization, andthe iter ture of basic subject fields; (2) a half-year of paid practical workin a public library;(3) two years of instruction in bibliography, literary history, organization of knowledge,and sub- ject literature, part of which program is specialized and providesan opportunity for students to select specialties according to their interests and capabilities;(4)a seven- months' term (included in the two-year period above) of unpaid library work insome kind of library selected for the student by the school to provide experience in the student's specialization;(5) a final semester of library education at the school during which the sis must be submitted and - accepted and a co -orehensive oral examination on librarian- ship and an oral examination on one of nine specialized subjects passed. University or research librarians in Denmark usually are holders of a university degree a subject specialty and are appointed as librariansithout any professional training. Since 1956 the Danish Library School has had the responsibility of providing professional training for rea --e- ch and university librarians after they have been appointed. New appointees are required to register for and attend a certain number of a series of lecturers at the library school, but there are no 6)0-m1-nations or other compulsory devices to ensure learning. A new program for educating both librarians and what were called library assistants in research and university libraries is being planned. The courses for public librarians and for research/university librarians have been completely separate.

Bibliography Dixon, Willis. Education In. Denmark. Copenhagen Centraltrykkeriet, 19582/. 233, vi n. A comprehensive survey in English of primary and secondary education in Denmark. Harrison, K. C. Libraries in Scandinavia. 2d ed. rev. London, Deutsch, 1969. 288. p. An excellent account in English of librarianship in the Scandinavian countries, including Denmark.

Mosher, Fredric J."What Americans Can Learn from the Danes Wilson Library Bulletin,43(June, 1969), 959-73. The latest account in English of Danish library education. InStitute on "INTERNATIONAL LIBRARY IvIANPOw ER: Education and Placement in North America'' Detroit - June 26-27,- 1970

Education for Librarianship- ECUADOR Fact Sheet prepared by Carmen Rovira

Population 5,695,000 Capital: Quito Educational Structure

Elementary education, 6 years (3 cycles of 2 years each). Secondaryeducation: first basic cycle of 3 years, and a second cycle of 3years, divided in 3 special types of study: , technical-professional, and normalschools.Students in the humanities curriculum go on to the university.

Higher education. The country has 9 universities, 7 ofthem are maintained by

the government with public funds, and 2are private (Catholic).All of them have academic and financial autonomy. They are organized into Faculties,and each of

them has several Schools and Institutes. 1-420siafl.aAbrarierihi-

There are no library schools in the universities locatedin the capital city of Quito. The University of Guayaquil hasa Library School as part of its Faculty of Philosophy, Letters, and Education.It was created in 1952 and has always functioned very irregularly .and been closed on several occasions for lack of students.The course of study lasts 2 years, the faculty consists of the University librarian for all the professional subjects, and other university professors for culturalsubjects. Only a handful of students have graduated.

Some in- service training courses have been given in Quito,especially during 1966 and 1967, both at the Central University and the CatholicUniversity. BriefComslaris_on with other Professions

With the return to Ecuador of some foreign- trained librarians, the library profession is beginning to be recognized as such. The Library Schoolat Guayaquil does not seem to have any influence on the development of librarianshipin the country, and its standards seem to be lower than those ofother professional schools.

Bibliooraph Mitchell, Eleanor

Pilot project in the Andes.(Library Journal, 93: 4264 -67, Nov. 15, Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit -- June 26-27, 1970

Education for Librarianship-ETHIOPIA

Pooulatfon about 23,000,000 of which 600,000:-are in Addis Ababe

Educational Structure since 1941

More than 1,600 government schools- 400,000 students Schools of the Ethiopian Orthodox Church, Other Missionary schools 150,000+ students Four-year teacher training institute of secondary level in Harar Military Academy Naval Academy Air Force School- University of (Italian university) Haile Selassie I University, with extension centers in four cities -- 3,000+ students

Education for Lib a ianshi

Minor In Library Sciencefor Teacher - Librarians 2-year program at Haile Selassie I University, offered by Faculty of Education

Diploma in Library Sciencefor "Junior Librarians" 2-year program at Haile Selassie I University, offered by Extension Department in eveningcourses

Other Professional Education

Several professional programs at Haile Selassie I Univesy: 2-year bachelors: Social York, Law 5-year bachelors: Agriculture, Education, Business Administration, Theology 6-year bachelors: Law, Architecture, University of Asmara:

Bachelors in Law, Architecture Masters in Education, Law in Arts, Law andCommerce, A REVIEW OF THE CURRENT STATE OF LIBRARY

(Remarks Presented at the Institute on International Library Manpower Detroit, Michigan - June 26, 1970)

Lester Asheim

Formal training for library work is a very recent development in

Ethiopia. When I last visited there, in 1965, there wa.s none although

Dr. C. P. Shukla of India, a UNESCO expert, had been.appointed to the Faculty c

Education of Haile Selassie I University to explore the need and suggest soluti

When my invitation to participate in this program came, I wrote to Mrs.- Rita

Pankhurst, the Librarian of Haile Selassie I University and the Overseas

Representative on the Ethiopian Task Force for this Committee; for more current information, but no answer has been received as of this date. What little I can report here is based upon a short account by Dr. Shukla in the November 1966

UNESCO Bulletin for Libraries.

The first training program for librarians was begun in 1966 at Haile

Selassie I University as part of the Secondary Teachers Training Project under the United Nations Development Program executed by UNESCO. The Program is a regular part of the University's academic offerings, and is carried out by the

Faculty of Education in close cooperation with the University Library. Two 2- . undergraduate curricula are offered. One, providing a "minor in library science" especially designed to prepare teacher-librarians; and one, a "diploma in library science ", offereu in the evenings under the administration of the Extension

Department of the University and meant to prepare junior librarians.

There may be a continuing need for the teacher-librarians' program, since the development of elementary and secondary schools is a major goal of the

Ministry of Education, but how long the demand for "junior librarians" will continue is hard to predict. There is virtually no public library service in

Ethiopia, and a limited number of institutions of higher education.Thus the school libraries are the most practical market for trained library personnel.

There was a "heavy" initial demand from various libraries in Addis Ababa at the time of the Program's initiation, but once the need in Addis is filled, Dr. Shukla does not anticipate that subsequent years will justify an enrollmentas high as the. twenty -eight persons in the first year of the program.

,The "minor in library science" designed foreacher-librarians, consists

nine topics: school library organization, school library administration, classification, cataloging, bibliography and book stock, reference service and assistance treaders, introduction to the language and literature of Ethiopia, literature on Ethiopia, and juVenile literature. The diploma course consists of studies in three groups of subjects. The first is a group of required professional courses (i.e., a core program) consisting of library organization and administration, classification, cataloging, bibliography and book selection, and reference service - 3

and assistance to readers. The second consists of one course to be selected fro a group of courses in the literature of a special field. The third consists of courses of general education.

It is not possible from this limited description in Dr. Shukla's article to state anything definite about theequivalency of these programs with ours.

A key question, which I can't answer, would have to beone about the equivalency of Ethiopian education in general rather than the equivalency of the professional or vocational training represented by these progr For example, whatis the equivalent level, in American ter a,of an undergraduateprogram in the University?

My guess is that it might be roughly comparable toour programs for library technical assistants. Even in Ethiopia, the graduates of these programs are seen as "junior librarians". All of the professional posts (in our terms) are held by expatriates from other countries, or Ethiopians (very few) who have been educated abroad.

How soon it will be feasible for Ethiopia to developa program of professional education in librarianship isa question. Given the level of literacy (Outside of Addis illiteracy still stands at about 90%),, and the limited amount of publication in Amharic, the language of the country, the ne.d for libraries is secondary to the need fora literacy campaign and a stepped-up program of local publication. Library development should be seen as a concurrent activity tb support and supplement these other developments, butcannot very logically precede them. For the time being, professional libraryeducation will probably continue to be sought -4- overseas until a sufficient market for qualified professionals can be identified to justify .support of a full professional program of library education in Ethiopia itaelf. Meanwhile, the training programs in effect are meeting an immediate need, and may, well form the base on which the advanced programs can eventually be established.

LA/mp

June, 1970 Institute on "INTERNATIONAL LIBRARY IViANPOWER: Education and Placement in North America" DetroitJune 26-27, 1970

Education for Librarianship- ETHIOPIA Bibliography prepared by Lester Asheim

Colliers Encyclopedia.

Iosijory of Ethiopian Libraries, comp. by Geraldine 0. Amos. Published by the Ethiopian Library Association.

W. B. Paton, ''Libraries in Ethiopia" UNESCOBulletin for Libraries XXIV (Jan.-Feb. 1970), 27-31.

O. P. Shukla, "Library Training in Ethiopia" UNESCOBulle Libraries XX (November 1966), 325-326.

Edward Ullendorf. The Ethiopians. Oxford.1960. Institute on "INTERNATIONAL LIBRARY 1VIANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Education for Librarianship-GERMANY Fact Sheet prepared by J. Periam Denton

Germany, of course, has a very highly developed educational system, essentiallyof four levels: primary, secondary, tertiary, and university. Education is free and compul-

sory through the secondary level and literacy is 100 percent.T_ he tertiary level, the "Gymnasium,terminates at the end of about the American sophomore-year or junior college level. The university education typically and generally leads to the doctor's degree, but there is now a number of master's levelprograms and these are slowly in- creasing. A university education, and a doctor's degreeare almost universally required for the highest level positions in all 'professions, including librarianship. Suchpositions are, however, a minority of all professional posts in almost all libraries, and are largely concentrated in the academic and scholarly libraries. There are ten library schools and two levels of library education in West Germany.

The first, or lower level, requires completion of the Gymnasium,or the approximate equivalent, for admission, is a program of a full academic year, plus ayear of directed practice work, and produces the "Diplornbiliothekar "the most numerous class of pro- fessional workers. Such a person has the equivalent of a U. S. library school education, but lacks about two years of general education. Theupper level--obtainable onlyt the library schools at Frankfurt, Cologne, Munich, and Hamburg--requires for admission the possession of a doctor's degree, entails a year of library school education, a year of supervised internship, and the passing of at leastone state examination, among other things. This is obviously professional education at a high level, but, as Just noted, those who possess it are a distinct minority of all professional staff members, The -2- typical university library, for example,would probably have only between eight and twelve such !-7taff members.

Biblioorph_y

Gisela von Busse and H. Ernestus, Des Bibl othekswesender Bundesrepublik Deutschland Wiesbaden, Harrassowitz 1968, pp. Frances Laverne Carroll,Library alucati n in West Germany," Wilson Library Bulletin, XLIII (June, 1969, pp. 992-996.

Vfilhelm Grunwald, "Der Bibliothekar and Seine Ausbildung, Zeitschrift fur Bibliothekswesen und Biblioa hie, XVI (1969), pp. 154-169. ahrbuch der Deutschen BibliothekenXLIII, (1969), pp. 239-250. Horst ICunze, "The Train{= g of Librarians and rocumentalists in the German Democratic Republic," Journal of Librarianship, II (January, 1970, pp. 43-55.

Mathilda Verner, Librarianship in tern Germany, Journal of Library History, II (April, 1967), pp. 144151, especially, pp. 145-146. INSTITUTE ON

INTERNATIONAL LIBRAF: MANPOWER

EDUCATION ANI PLACEVENT INNORTH AMERICA

Detroit, June 26-27,1970

EDUCATION FOR "LIBRA G

Fact Sheet prepared by

J. Clement Harrison Associate Dean Graduate School of Library and Information Sciendes UNIVERSITY OF PITTSBURGH GHANA

Background - Formerly the Gold Coast and British Togoland.

Became an independent nation in theBritish Commo:'-e- la in 1957 and a republic in 1960. Capital - Accra. Area - 92,100 square miles. Flopulation - 8.4 million (mid-1968 estimate); almost entirelyAfrican. Urban population- 20% Ethnically the people are SudaneseNegroes with some Hamitic mixture. _ge - English is the official and commercial language. There are 50 native languages and dialects. Literacy - 25% (1965 estimate Expenditures for Education fiscal 1967/68- Current - 74,000,000 (US$) Capital - 10,000,000 (US$) primary andBeoond.

A ten year plan for educational development was started in 1946with emphasis on primary and middle schools. The plan was accelerated in 1951 and emphasis was placed on the development of secondaryeducation. In 1956, government primary and middle schools were transferred tolocal authorities. Many of these schools are under contract with localauthorities by missionary organizations (mainly Roman Catholic, Methodist, lama rian). Anglican). The school system is based on an 8 year elementary and 4 yearsecon- dary program with pre-school education available betweenages 4-5. English is the language of instruction on all levels. Compulsory education is limited to those between the ages 5-13 and is for the duration of 8years. Entry age for the elementary program is 5. About 70% of Ghanaian 10year olds are enrolled in elementaryschool. At the close of the elementary program students take the Common Entrance Examination (West AfricaExami- nations Council)) a requirementfor admittance to the 4year secondary program. Attendance in the secondary schoolsdrops to about 27% of the population between theages 13-19. Advanced Education

There are three institutions of higher educationin Ghana. all state controlled. They are Their graduates perannum number 1 per 10,000popu- lation. Degrees awarded are the B.A., B.Sc., M.A and M.Sc. Candidates for the muststudy abroad. An overwhelwing majorityof diplomas awarded are in the fieldof education.

The at Legal, near Accrawas founded in 1958 as the University College of the Gold Coast. It.was in special relationship with the University of London and awarded Londondegrees. The college was raised to university status in 1961, became independentof the University of London and now awardsits own degrees. No. of teachers- ,350 No. of students- 2,445

The University of Science and Technology at Kumasiwas founded as Kumasi College in 1951 in special relationshipwith the University of London. The college was raised to university statusin 1961 and is new independent of the Universityof London. No. of teachers- 250 No. of students- 1,394

The University College ofCape Cone was founded iu 1961 tionship with the in special rela- University of Ghana. Its primary purpose is to graduate teachers in produce arts and science subjectsfor the secondary schools, teacher-training colleges, polytechnic and technicalinstitutes of Ghana. No. of teachers- 163 No. of students- 1,147

State supported highereducation below the university available in teacher level is training colleges,nurse6 training colleges and technical institutes. Admittance is basedOn entrance examinations. The duration of the courses varies, thoughmany are two year programs. At graduation,students are awarded certificates in their field ofstudy. Education for Librarianshi

Prior to 1962, almost allpreparation for professional operated within the Library librarianship Association framework, i.e. prepared for the Library Ghanaian students Association examinationsby correspondence part-time courses in courses, Ghana or by full-timeattendance at a library in the United Kingdom. school Almost all were secondaryschool graduates with some library experience prior to their professionaleducation. Between 1950 and 1960 seventeen students qualified for admissionfor the Register of the Library Association asa result of completing a program of study in the United Kingdom and of this numberone student had returned for a second year in order to prepare himself for the Final (F.L.A.)Exami- nation of the Library Association.

In 1962, following the Harrison Report (1960), the Ghana Library School was established under the auspices of the Ghana Library Board and in new Ava.pters adjacent to the Central Library in Accra. The primary purposeofthe School was to continue to prepare students for the Exami- nations of the Library Association at the First Professional and Regis- tration (A.L.A.) levels.

In 1965, the School was transferred to the University of Ghana at Legon and the main program was at the undergraduate level witha "major" in library science (B.A. Library Studies).The first graduates of the Department of Library Studies, University of Ghana, emerged in 1967. This undergraduate program was suspended in 1967 and the School has since offered a two-year graduate diplomacourse (Dip. Lib.). Recent enrollments in this program have been approximately thirty.

A B.A. (Library Studies) or a B.A., Dip. Lib. would probably be permitted to proceed to the F.L.A. (British) on successful completion of the thesis, provided he had resided in the United Kingdom for at least two years.

Bibliography

Bengep R. C, "Library Education in Ghana., 1961-67."Libra Record, 69: 225-229, July, 1967,

Bengey R. C., "New Directions to Library Education in Ghana." Ghana Library Journal, 2: 33.-361968.

Evans, Evelyn J. A., A Trical Libra v ice: The S o= of Libraries. London, Deutsch, 19 Include- pp. 1 5=159 The Ghana School of Librarianship: Report to the Minister of Education and Informat )n," by J. C. Harrison,April, 1960. Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in Not America" Detr oit- June 26-27, 1970

Education for Librarianshi - GUATEMALA Fact Sheet prepared by Carmen. Rovira

Population 1,864,000 Capital: Guatemala City Educational Structure

Primary education, 6 years. Secondary education: basic cycle of 3years (pre-vocational, general), and second cycle of 2 years. Higher education: The country has 4 universities, one public (University of San Carlos de Guatemala) and 3 private. As in most of Latin America, the universities are autonomous. The normal lenght of most university courses of study 6 years. The University of San Carlos has the folio ing Faculties: , Legal and , Medicine, Natural Science and Pharmacy, Humanities, Engineering,

Dentistry, The Faculty of Humanities (4 years of stud 1 hasa School of Librarianship and a School of Journalism. The other 3 universities arenear and rather small. Education for Librarianship

The Library School at the University of San Carlos ,vas created in 1918, but it

has operated irregularly and few students have graduated from Its curriculum offers degrees at three levels: Assistant Librarian (3 semesters), General Librarian (6 semesters), and "Licenciatura" in Library Science (9 semesters, plusa thesis).

The faculty is composed of 3 part- tirrte professors.Entrance requirements:for Assistant Librarians, completion of basic cycle of pre-vocational secondary education; General Librarian, complete secondary education, or diploma of Assistant Librarian plus 5 subjects taken at the Faculty of Humanities; "Lioenciadoin Library Science, secondary education diploma.

Brief _Comarison with otherProfessions

Only in the last fey i years has the lihrArian heen re A nrrifoQi (MA i -2®

The diploma in Library Science, althoughit is professional, has not been recognized as academic; this limits the opportunities fora better social and professional status, and the holds the librarian toa lover level. The degree of Assistant Librarian is clearly at the secondary education level, althou4hgiven by the University. The General Librarian is also lovver thanother university professions, and only the degree of "Licenciado" can begin tocompare with other university professions. Institute on "INTERNATIONAL LIBRARY MANPOVER: Education and Placement inNorth America" DetroitJune 26-27, 1970

Education for Librariansh- INDIA act Sheet prepared by Anindya pose

India, with her 500 millionpopulation, is the largestdemocracy in the world. Ready access to information helps the peoo 1e in the meaningfulperformance of their

democratic duties. Accordingto the 1961 census literacy is24%. Punjab UniversityYas the first to introduce professionaltraining in library science in 1915-16. Madras University opened Summer School inlibrary science in 1933, andIn 1937 it started a post-graduatediploma course. ImperialLibrary at Calcutta start diploma course In 1935 but it took the University of Calcuttaanother decade to starta diploma course in library science. Delhi University offersboth Degree and Ph.Eprogram The State Library Associationsoffer Certificate Coursesprimarily for the people working in libraries.

Under the guidance of Dr. S.R.Ranganathan, the Documentation Rdsearchand Training Center at Bangalore hasbeen offering training andresearch facilities in

documentation. The Indian StatisticalInstitute is also active in thisarea .The Indian National Scientific DocumentationCenter (INSDOC) is avery important component in the scientific and technicalinformation handling system in India,and plays an importa role in maintaining liaisonwith other countries.Training courses in scientific documentation are offered byINSDOC from time to time. Bibliography

Banerjea, B.N. Education for Librarianship.Indian Librarian, 17: 44, 1962 Hindustan Year-Book and o's Who. Calcutta, M.C.Sarkar Sons. India: A Reference Annual.Delhi, Ministry of Informationand Broadcasting.

Ranganathan, S.R. ed. Dou entation and its Facets. New York, AsiaPublishing House, 1963. Saha, J. Special Libraries and InformationServices in India and in the U.S .ASBN: 8108-0257-0. Metuchen, NJ., TheScarecrow Press, Inc. 1969. Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" DetroitJune 26-27, 1970

Education for_Librarianship-INDONESIA Fact Sheet prepared by Zubaidah Ise

Indonesia, as the fifth populous nation in the world (115 ion) has undergone three different educational systems in her history: the Dutchsystem, the Japanese system, and the present Indonesian system. The educational system that existed during theJapanese occupation (1942-45) was of short duration, and no noteworthy influence of the period is evident in the present system. The existing system, originally basedon that of the Dutch, has been gradually modified to a system with national overtones. Indonesia hassome 30 local languages and about 200 local dialects. The Indonesian language, Bahasa Indonesia, is the medium of instruction, and it also forms the strongest unifying potential of the nation. Indonesia uses the Latin alphabet. Co-education is the general principle at all levels and kinds of educational institutions, with the exception ofsome religious schools. In 1963 Indonesia had an illiteracy level of 18 per cent. The Directorate of Education

0 of the Republic of Indonesia reported that as of January, 1965 Indonesiawas free from illiteracy in the 13 and 45 age group. The Department of Higher Education reported in that year that Indonesia's state supervised institutions of higher learning had an enrollment of

1 around 80,000 students. Two different government ministries have overall responsibility for Indonesia's educe- tonal system. The secular public and private schools are administered and supervised by the Ministry of Education and Culture. The Moslem religious schools are suppOrted and supervised by the Ministry of Religious Affairs, but the,privete religious institutions con4 trolled by Catholic or Protestant organizations are managed by theirown authorities. Curricula of all schools, however,must be review ed and officially approved by the Ministry of Education and Culture. -2-

Elementary education is free, and there have beenattemptspts ake it compulsory. Secondary and higher education is available forevery eligible student at a low cost. An outline of the number ofyears at each level of education is as followS: elementary school, 6 years; junior high school, 3 years; senior high school, 3years. The number of years of higher education depends on the degree desired. Thearrangement is very similar to that of the American educational system, withsome minor differences. There are also vocational and technical schools at the secondary level. Since positions with prestige and power in the government are normally available only to university graduates, enrollment in the college-preparatory general high schools is

consequently much higher than at the vocational schools. Higher educationcan only 1:),

pursued after a student has successfully completed the general high school;however, exceptional cases an outstanding student from a secondary vocational schoolcan go on for a university education by passing certain additional examinations. Library education started in Indonesia in 1952as a two-year undergraduate course established by the Ministry of Basic Education and Culture.It was primarily meant to train library staff of government agencies in Djakarta, who hadat least a high school diploma. A certificate was given at the end of thetwo-year course. In 1959 the course became a school, and the ,period was extended to two anda half years, and later to three years.It was still an undergraduate program, however. In 1961 the school became a part of the University of Indonesiaas the Division of Library Science

under the School of Education (agrusan Ilmu Perpustakaan, FakultasKeguruan dan Il nu

Pendidikan, Unlversitas Indonesia). Only students with a Bachelor degree in Education were eligible for admission. By September, 1961, the Library School had produced 172 graduateswith a B.S. in Library Science. Severity five of these graduateswere sent to otheruntries such as the United States of America, New Zealand, the Netherlands, andGreat Britain for their Master's degrees. Fifty three per cent were immediately employed,more than half of them at state and university libraries.

In October, 1963, the Library School at the becamea part of the Faculty of Letters. The Library is located in Djakarta, whereit has been _sine- its establishment.In September, 1964, the Library School finally began a graduate program. In 1967, the school had then 22 part -tir ie and 7 full -time memberson the faculty; the part-time members were all practicing librarians. The status of most Indonesian librarians is rarelyone of prestige, being considerably lower than that of a college . Some library directors enjoymore prestige than practicing librarians under theiz supervision. Librarianship in Indonesia is nota luoritive profession. Economic difficulties have slowed downprogress and retarded innovations in many professions, including librarianship. Thus, a really effective library educational system, and consequently, efficient library systems, can be envisioned only in the distant future.In maintaining an adequate standard of living asa librarian, librarians and most civil servants for that matter, have to work atmore than one job.It would be impossible to live only on a librarian's salary in Indonesia. The root of the problemis obviously In the lack of money. Insufficient fundsare allocated for education in general and for library education in particular.

The education Ministry issued a directive in 1962 requiringa director of libraries to have at least a master's degree in library science in additionto a degree in subject field. Only master's degree holders in a subject fieldare to be recommended for future study abroad. Bachelor degrees in library science continue to be offeredin addition to master's -4

degrees. During the 1966-67 academicyear there were fifty four enrollments, included six master's degree candidates. Some of the _requiredcourses for master's degree are in the following subjects: philosophy, , , education, and . In jurnal Perpustakaan Unhas, information about a new course in library science at the Library in Makassar was announced on August the 16th, 1969, by the Department of Education and Culture, South Sulawesi Province Branch. This is a joint program of the Hasanuddin University and the Office of Public Administration in Makassar (Lembacja Administrasi Negara, Tiabana Makassar-).Makassar is the capital of the province of South Sulawesi. The library science course is meant -for training of government agencies library staff members of that area, however, the course is temporarily only of three months 2 duration. The first course had twenty students, and the notice did not provide details.

References

1 Ghani, A. M. "Lektur Ilmiah den Perguruan Tinggi,Berita M.I P I July, 1963, p. 120. 2"PembukaanLathan Djabatan Perpustakaan di Makassar, "Djurnal Perpustakaan Unhas (published by the Perpustakaan Universitas Hasanuddin, Makassar) no. 1969, p. 22. -5- Bib liography

Barnet, Stanley A., at al., Developmental BookActivities and Needs in Indonesia, Wolf Services, New York, 1967, 218PP Dunningham, A. G. Librar Development Indon Unesco, Paris, 25 pp. Hutasoit, Marnixius, Co pulsol , Unesco, Paris, 1954, 111 pp. ------Problems and Potentials of Indonesian Education; the Twenty-eight Annual Sir John Adams Lecture at the University of California, LosAngeles, Devlivered March 26, 1961, 22 pp.

Kandou, J. New 5 Year Plan (1969- 1974) for Higher EducationsDirectorate General of Higher Education, Djakarta, 1968, typescript, 3pp.

Kaser, David, et. al., brary Development in Elolit Asian Countries, Scarecrow, Metuchen, 1969, 243 pp.

Queljoe, David Henki de, Toward General Educationas Related to the Prea ation of 171_h School Teachers in Indonesia's Newly Established School of_Educetlon,Thesis, Teachers College, Columbia University, New York, 1959, typescript,268 pp. Ronodidjojo, Soewandi, A Study of Occupational Education in Indonesia,Thesis, Indiana University, Bloomington, 1968, typescript, 368 pp.

Soejono, Ag., -13.r_ts from Aliran Baru Dalam Pendiclikan dan Pen ad'aran, Translated by Muhardini Kamarwan Goldstein, Ed., by Miriam Gould,East-West Center, Honolulu, 1967, 59 pp.

Thomas, R. Murray., "Guided Study in Indonesian Universities, "Journal of Highe Education, 34:256-252, May, 1963. ------, "Educational Remnants of Military Occupation: The Japanese in Indonesia, Asian Affairs, 6:630-642, November, 1966. Tielear, Henry Alexis Rudolf, A Proposal of General Education for Teachers in Indonesia with Special Reference to the Institute of TecharsEducation and Educational Sciences in Djakarta, Thesis, Indiana University, Bloomington, 1969, typescript,258 pp. Vreede-De Steurs, C.,"The First Library School in Indonesia," Unesco Bulletin for Libraries, 7:496-, August-September, 1953. Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970 Education for Librarianship-IRAN Fact Sheet prepared by John F. Harvey

Literacy is now about 50 per cent for the population as a whole, with villagers, women, and older people having lower percentages. All public elementary and secondary education is controlled by the Ministry of Education. This control is centralized in with offices also in provincial capitals. Most schools are ouite small (100-300 students

each), and most faculty members are only high school graduates. Schools seem to be grossly underbudgeted and faculty members to lack prestige. Teaching methodsare traditional. School attendance is improving but still doesnot exceed 75 per cent at the secondary school level. In addition to public schools, thereare many private schools teaching in Farsi. or a foreign language, e.g., Community Schools in Tehran andShiraz, and International School, Lycee Rezi, and Deutsche Schule,in Tehran.

Educational Structure

The Ministry of Science and Higher Education coordinates public and privatehigher education. All of the major universities report to this Ministry. Halfof the nation's college students are enrolled in the oldest of these institutions,tie , with about 20,000 full-time studentsMany of Iran's 50 or more colleges are closely affiliated with certain other ministries from whichthey receive supervision, budget and students.Still others are semi =private, charge tuition, and have an independent Board of Trustees, but most receive a majority of their financialsupport from the national government. -2-

Education_for Librariansluio withinthissystem

There are three library schools. The oldest,largest and most prestigious is the University of Tehran Faculty of Education Department ofLibrary Science. The Faculty of Education is one of the newest in the University, hasa total of 1000 students, and is housed in a new building in Western Tehran. The Departmentwas founded in 1966 by Alice Lohrer, University of Illinois, and former Dean Menuchehr Afzal.It offers a Masters degree major and a Bachelors degree minor through a curriculum basedon the American model. Most of its faculty teach in Persian and assign outside reading in English.The faculty includes two full-time and six part -time Iranians and three Americans,one of them is a full-time Fulbright Professor. Acting Chairman is Fed Seidl. Thereare 105 library science students, equally divided between graduate and undergraduate. Admission is puiteselective and graduates are in considerable demand. Cento has helped theDepartment enlarge its library. In 1968 the started an undergraduate major in library science. The faculty consists of three foreigners (from Canada, India, and England), andone Iranian, all of whomork in the University Library, also. The student body consists of 50 students who are studying in a curriculum recently reorganized with the assistance ofthe Tehran Book Processing Centre. This Department was organized primarily to provide staff members for the University of Tabriz. Library, but will also place its graduates in other Iranian libraries.

The third and newest Department of Library of Science was organized in the Fall, 1969, by Tehran's International School (Iranzamin)as a part of its Junior College of Business and Library Administration. The Department has 30 evening students aid two part-time instructors. The Chairman is Nasser Mazaheri, a Queens University, Belfast, Library School graduate* The Tehran Book Processing Centre Planning Department is now assisting the institute for Research and Planning in Science and Education in evaluating and advising library education curricula..

Brief Coin arison with Other Professions The majority of the most capable Iranian students still cluster in the engineering, medical and law schools because of their income- producing potential. Outside the field of medicine few doctoral graduates are produced in Iran.There are no licensing, certify- ing or accrediting programs in any field. Most professional education programs are pitched at the Bachelors degree level, as in the IJ leaving librarianship open to the criticism of overeducating its professionals at the Masters level. Education for librarianship has no separate schools. erely departments, thereby handicapping its prestige. Status varies greatly, some librarians ranking with Director Generals in civil service, others merely as clerks. Salaries range fromell above the university professor level to the lowest clerical level for persons with clerical qualifications. Institute on

. "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America Detroit = June 26-27,1970

Education for Librarianship -IRAQ (Incomplete)

BACKGROUND INFORMATION

I.Population 8,440,000 2. Compulsory Education 7-J3

3. Duration 6

4. .Entrance Age 7 5. School Enrollment Ratios Unadjusted School Enrollment Ratios:

A.First Level 41

B. Second Level 29

C. First and Second Levels 38 Adjusted School Enrollment Ratios:

First and Second Levels 52

6. Education at Third Level (196

A .Teaching Staff 1,002

B.Students 28,410 C. Number of students per 100,000 ingabitants 347

7.Libraries 64) Volumes

A National

B.University 40 335,000 C. School 3,599 1,324,000 D. Special

E.Public 73 403,000

UNESCO Statistical arbook 1968.Paris, 1969 -2

Additional n --ion

The University of Baghdad instituteda sii-month course in libraryscience which .opened in February 1967, taught byan Egyptian expert holding botha doctorate from Cairo University and an American degree in libraryscience, and by two professional librarians on the staff of the Baghdad UniversityLibrary. A work week of15 hours is divided into 6 hours practice and 9 hours lecturesthe latter comprising 2hours reference work ( and English), 2 hoursdescriptive cataloguing, 1 hourclL.sification and subject headings, 1 hour readers' servicesincluding cl- ulation, 3hours acquisitions and other technical processes. Successful studentsare to be granted six months' seniority in the civilse --ice. All the professional librarians at presenton the staff of the BaghdadUniversity Library hold American library degrees. There is, however,active discussion on the establishment of a library school within theuniversity, possibly with FordFoundation aid. The Ford Foundation has already provided.the university withtwo library consultants in the past four or five years. The presentefforts follow manyyears of thought on this matter, and the holding ofnumerous short trainingcourses by experts, mostly from Unesco but also from-the BritishCouncil and the Ford Foundation,from 1953 onwards. As long ago as 1957, H. Bonnyin the course of aUnesco mission to frac( had submitted a training scheme for librariansto the Ministry of Education.D.R. Kalia, another Unesco library expert in Baghdad, put forwarda scheme in-1960 to foundan institute of library science in the University ofBaghdad-a proposal whichreceived a good deal of support withinthe university at thetime.

Preparations for the foundingof an Iraqi Library Associationare well advanced. An earlier attempt, in 1960, had not met withsuccess. Four organizationalmeetings had been held up to May 1967, and the seven professionallibrarians of Iraqi nationalityare the 'founding fathers', though it is proposed thatforeign librarians may be electedto -3- honorary membership.If a satisfactory organization andstructure can be achieved, suc an association could do muchto advance professional recognition,status and training in Iraq.

Article by Francis L. Kent Taken from Unesco Bulletin forLibraries Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" DetroitJune 26-27, 1970

Education for Librarianship ISRAEL Fact Sheet prepared by Dr. j. Rothschild

The Graduate Library School of the Hebrew University in Jerusalemaopened at the beginning of the academic year 1956-7 i.e. in November 1956. Its program was set out in detail by Professor Leon Carnovsky, Professor at the Graduate Library School at the University of Chicago as a consultant on behalf of UNESCO. According to the American pattern it is a graduate school. For the time being, it does not grant a Master's degree but a university diploma as Qualified Librarian. The School plans the development of a Master's programithin the next few years. The School, which is a department of the Hebrew University, is vitally connected to the Jewish National and University Library, which serves as a workshop for the students. Until this academic year, (1969-70) the director of the Library was director of the School, too, and only after the retirement of Dr. C. Wormann theSchool has gotten a director of Its own. In 1963 the School was recognized by UNESCO as an associated library project, a fact that encourages specialization and professional research. The first steps toward these wider aims have been made this year by a reform in the curriculum according to the American pattern. Courses are now divided in required ones and elective ones. The comparatively high total of lessons to be attended (c.a. 300 hours of required courses and 200 hours of elective courses) may be explained-by the complicated problem of integrating specific Jewish subjects rooted in Jewish cultural and literary heritage into the general scheme of study based on modern Western civilization.In the new curriculum greater care has been taken for the education of special types of librarianshipacademical, public and special - in spite of the fact that in this small country mobility and the need of shifting from one type to another has to be taken into accout. Up until today, 300 students have graduated from the School. -2-

on- academical Librarianshi

Education of non-academicallibrarians in Israel has been shaped accordingto the British pattern. Examinations are takenby the Israeli Library Association andtheoretically the candidate is not obligedto prepare himself in normal courses.Practically this will not happen any more and all theapplicants take part in courses- twice a week in the evenings or once a week a whole day- offered by the Center for Public Libraries in Israel, by the general. Labor Federation, Department forEducation and Culture, Library Section, and by the Israeli Library Association itself.The graduation of Secondary School is required. Subjects taught and examinedare: Cataloguing, Classification, Bibliography, Library Organization and Management. Examinationsare taken in two stages; the first is common to all types of libraries and the second isgiven according to the three types of libraries: public, special and Judaic.Between the first and the second examination the candidate has to do practical work ina library approved by the Israeli Library Association.Applicants who have successfully passed thefirst exam are granted the certificate of Assistant Librarian. Those who have passed thesecond stage receive the certificate of Librarian. Up today, c.a. 500 candidates havebeen grated the certificate of Stage One, and 300 the Ceriffii;3ate of Stage Two = = = Iloilo

CarheVskY, Leon. Reporton a programme of library . Paris, Unesco, 1955.(Unesco Technical Assistance Reports,no. 1) Delougaz, N.. Library training in Israel.In: Unesco-- Bulletin. f. Libraries, 11:82-83, April 1957).

Sellers, Rose Z.Israel's library school.In: W.ison-Library Bulletin. 34:589-590, April 1960.

Wormann, C. Education for Librarianship;Israel.In:Library Trends, 12:211-226, Oct. 1963. Institute on "INTERNATIONAL LIBRARY MANPOIATR: Education and Placement in North America" DetroitJune 2 6-2 7, 19 7 0

Education for Librarianship ITALY Fact Sheet prepared by Savina Roxas

Educational Structure Ministry of Public Instruction is the central organization for administering education.

A.Primary (Scula Elementare)

Two Stages (five years in a ages 6 -11) First three grades Fourth and fifth grades

B.Intermediate School (Istruzione Media Inferiore, 3 years, ages 11-14)

Two types a. Intermediate (Scula Media) At the end of the three year course student takes a state examination for admission to upper secondary school b. Vocational School (Scuola di Avviamento Frofessionale) At the end of the three year course the student receives a Diploma which allows him to enter a two-year Technical School

C.Upper Secondary School (ages 14-16) Two Stage Courses a .Upper Gymnasium (ages 14-16) b. Lyceum Proper (ages 16-19) After the five-year program student may attend 'a university One Stage Courses a. Primary School Teacher-Training Institutes (Istituto Mag sale) (4 year course) b. Technical School(2 year course, ages 14-16) D.Higher Education

1. Italy has 23 State Institutions of higher learning 2.There are approximately 19 private institutions of higher learning 3.There is a single degree (la urea di dottore) granted by all Italian universities 4.Courses in most Faculties continue for a period of four years except in , engineering, and architecture where the course lasts five years; for medicine, six years -2-

Education for Librarianshi as Part of the Educational Structure A.Diploma Courses I.Such courses have been offered at a post-graduate and a university level and vary in duration from one to three years in the six universities that have offered them. The University of Rome, Scuola Speciale per Archivist e Bibliotecari, has the most -active program at present(,27i; 2.The Vatican Library School offers an active, growing program of one year's duration ; 1,, Non - Diploma Course offerings Courses of aggiornamento, for -training and of library personnel are offered at the University of Rome, Scuola Speciale per Archivist e Bibliotecari 2.Courses for Popular and School Librarians are offered in the various regions under the supervision of the Bureau of Academies and Libraries within the Ministry of Education Courses for documentalists are offered at the Politecnico di Torino, the Consiglio Nationale delle Ricerche, Istituto Nationale per l'Incremento della Produttivita, the Universital di Pisa, and elsewhere

Brief Coin arison of Librarianshiwith other Professions Although preparation for librarianship is as long or longerthan for the teaching profession, and its language recruirements may be formidable (Latin, Greek, two modern languages, a Slavic or Oriental language) it is not as well rewarded financially nor does it seem to enjoy the prestige of the teaching profession or other professions. Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Education for Librarianship- JAiviAICA Fact Sheet prepared by J. 1-eriam Denton

Jamaica, with a population of abouttwo million, has over 740 primary schools,, sixteen junior secondary schools (withabout fifty under construction), forty secondary high schools, six technical high schools,five vocational schools, a college of arts, science and technology, a school ofagriculture, a school of , eight teacher train- ing colleges, anda university, founded in 1948. Close to ninetyper cent of the population is literate, and close toninety per cent of the children in the six-to-fifteenyears age group are in school. Although great advances anddevelopments have been and are now taking place at all levels and in alltypes of education, it is still true that only about 3,500 students are enrolled in theuniversity--less than two- tenths of one per cent of the total population.

The two most relevant points inconnection with the purposes of this fact sheetare, first, that the program for the B. A.at the University of the West Indies covers three, rather than four years, whichmeans that a graduate would generally not be considered by our universities and their accredited library schoolsto have had sufficient general educa- tion for admission. The secondpoint is that Jamaica at present hasno library school, though one has been authorized andbudgeted, probably to begin in the fall of 1971. (About sixty libraryemployees of a total of over 400 staff membersin Jamaica are pro- fessionals who have qualified throughattendance at either a British or North American library school, or through theexaminations of the (British Library Association.)In the beginning, the school's program will probablybe on two levels, one undergraduate and one graduate.It may be a question whether graduateseven of the second program would lie immediately eligible for further study in some accredited U. S. library schools in vi of the fact that their would have been of only three rather than four years duration.

Bibliography

J. Periam Danton, JamaicaLibrary Development. Paris, NESC 1968 (Serial No.8 85 /BMS .RD/DBA/DND). This is the most recent and the most comprehensive document on the subject, and includes a summary of the current status of education and projected developments, as well as a discussion of the principal libraries, and library education needs. INSTITUTE ON INTERNATIONAL LIBRARYMANPOWER

(ALA Pre- Conference, Detroit, 26-27 June 1970)

LIB_ARY

Prepared By

Dr. Takahivl Sawamoto, Director

School of Library and InformationScience

Keio University, Tokyo

SELECTED BIBLIOGRAPIi?

Prepared By

Dr. Robert L. Gitler, UniversityLibrarian

Gleeson Library, University of San Francisco SELECTED SIBLIOGP

"Accredited Library School Enrollment Statistics: 1962-63." Journal ooff Education for Librarianship, 5:126, Fall 1964.

Bevis, Dorothy. "Libraries and PeopleWorldwide. -"Journal of Education for Librarians hi 10:159-165, Winter 1970.

Bonn, George S., ed. Library Education and Training in DevoLERM Countries. Honolulu, East West Center Press, 1966. 199 p.

Bronfenbrenner, Martin. Academic Encounter; the American University inJapan and Korea. New York, Free Presarof Gleco771961j pp. 202-2,

Downs, Robert. "Final Report on Japanese Library School,"to J. M. Cory, Executive Secretary, American Library Association. July 17, 1950 (Mimeographed).

Downs, Robert. "How to Start a Library School. ALA Bulletin, 52 :399 ..405, June 1958.

If fteenth Anniversary of the Japan Library School." (text in Japanese) Library Science (Mate. Society of Library Science)No4, pp. i-xi, 1966. Gitler Robert L. Education for Librarianshl at the University ofHawaii Librrya Report. .-,- ______-_-- --_-_ (Raynard Swank, consulting . Honolulu, Center for Cultural and Technical Interchange Between East and West, University of Hawaii, 1961. pp. 14-17.

Gitler, Robert L. "Education for Librarianship: Japan."_ Library Trends, 12:273-294, October 1963.

Gitler, Robert L. "Library Educationthe Global Scene." In Libraa Education and Trainina in 22y21221aE. Countries (edited by George S. Bonn.)Honolulu, East West Center Press, 1966. pp. 5-26.

Japan Library Association. Directory of Teachers in Education for Librarianship,October 1962. Tokyo, the Association, 77. 6577717 Japanese).

Japan Library Association. Report of the Committee on rovement of Education for Librarianship. Tokyo, the Association, 1963. 23 p. in Japanese

Japan. Mombusho. Nihon Yunesko Kokunai Role of Education in the Social and EconomicDevelopment Japan. Tokyo 'Ministry of Education, 1966j -an - U.S. Conference on Libraries and Information Science in Hi lucation. ALA Bulletin, 63:880, July 1969.

anese Universities and Colleges. Tokyo], Japan Overseas Advertiser Company Ltd. (Kabushiki Hoeki Kokokusha 1963. pp. 2 -23; 47.

Keio University. Faculty of Letters. Catalogue, 1268-69, Japan LibrarySchool, Tokyo, 1969.

Keio University. Faculty of Letters. Catalogue, 1970-1972 School of Library and InformationScience, Tokyo, 1970.

Keio University. Faculty of Letters. Japan Library School. "Announcement: Masters Program in Library andInformation Science." Japanese and English) LibrarScience (MitaSociety of Library Science). No. 5, Suppl. 1-4, 1 7.

Lobrer, Alice) and Jackson,William V. "Education and Training ofLibrarians in Asia, the Near Eastand Latin America. Library Trends, 8:243-277, October1959.

Nagasawa) Masao. "Trends in Teaching Reference." (in Japanese with English resume)Llrary and Information Science, (Mita Societyof Library and Information Science No. 7, 1969. pp. 19-32.

Sabor, Josefa Emilia. "International Cooperation in theTraining of Librarians. UNESCO Bulletin for Libraries, 19:285-290,November-December 1965.

Sawamoto, Takahisa. "Education for Librarianship in Japan." In American Libraries. Report of U.S. Field Seminar on Reference ---- Services_ for Ja_anese Librarians=. Tokyo. Inter- nationalHouse of Japan, 1960.pp. 129-13 .

Sawamoto, Takahisa. "Japanese Education for Librarianship."Journal of Education for Librarianship, 6:266-273 Spring 1966.

Sawamoto, Takahisa. "Recent Japanese Library_Developments." College and Research Libraries, 24:213-218, May 1963.

Sawamoto, Takahisa. "Toward a National Science Information Network."Library and Information Science, (Mita Society of Libraryand Information Science). N. pp. 19-173. 7, 1969.

Sawanto, Takahisa. "Training and Education Programs for Librarians in Japan." In Library Education and Training in Developing Countries (edited by George S. Bonn) Honolulu, East West Center Press, 1966.pp. 65-72. Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Education in Librarianship - JAPAN Prepared by Frances Neel Cheney

Education for Librarianshi_p_within thisSy!tem

Junior college library trainingcourses.Undergraduate departments of library science. Japan Library School of Keio Universityhas a graduate program in Information Science.

References

Gitler, Robert L."Education for Librarianship Abroad in SelectedCountries: Japan." LIBRARY TRENDS 12:273-294, Oct. 1963.

Japan Library School. Announcement: Master'sProgram in Library and Information Science. LIBRARY SCIENCE (MITA SOCIETYOF LIBRARY SCIENCE) no. 5: supp. 1-4.

Japan Library School. Fifteenth Anniversary of the JapanLibrary School (text in Japanese). LIBRARY SCIENCE (MITASOCIETY OF LIBRARY SCIENCE) no. 4: I -xi, 1966.

Kaula, P. N."Education and Libraries in Japan and India,an Evaluation, (Organization Problem, 11)" HERALD OF LIBRARYSCIENCE 4:297-305, Oct. 1965.

Lohrer, Alice and William Vernon Jackson."Education and Training of Librarians in Asia, the Near East, and Latin America."LIBRARY TRENDS 8:244°277, Oct. 1959.

Sar amoto, Takahisa."Japanese Education for Librarianship." JOURNAL OF EDUCATION FOR LIBRARIANSHIP. 6:266-273. Spr. 1966.

"Training and Education Programs for Librarians in Japan." LIBRARY EDUCATION AND TRAINING IN DEVELOPINGCOUNTRIES. Ed. by George S. Bonn. Honolulu, East-West Center Press, 1966. p. 65-72. Tokyo. Keio Gijuku University. Japan Library School.Report of the Field Seminars on Education for Librarianship, July17-August 13, 1961. Tokyo, Japan Library School, 1961. 164p.(Library Study Series, no. 12) Brief Statement on Japanese Recent Developmentsin Library Education and Current Needs

I. Formal Education for Librarianship and Documentation:

1. Concerning our SLIS (or JLS), please refer to our current Catalogue and,also to the paper presented at the PID /TD meeting held in Frankfurt am Main April 20-23, 1970, shipped under separatecover.

2. Since the establishment of the National Junior College for Librarianship, the movement to raise its level froma junior college to a 4year college has been continued but resulted in vain.

3. There have been movements to establish library training courses in junior colleges elsewhere in Japan, but no proposals were approved by Mombusho in the recent time (1968-70).

4. Toyo University's Library Science Subdivision in the Department of the Applied Social Sciences recently appointed Mesa Keitaro Amano, lyoji Aono, and Narau Okada as its faculty members in addition to Mr. Wada. This means some fulfillments to the faculty there.

5. In , Ass. Prof. Chikao Ogura was appointed ordinary professor in 1969.

11. Training Institutes for Shisho (public librarians) and Others.

1. The Shish() institutes sinilar to previous ones have been continued, although there are general criticisms against thciir continuation. A committee precided by Mr. Narau Okada recommended, in 1967, the Mombusho to raise the Shisho requirements from 15 units of credit to 19 units and to provide the rank of Jokyu Shish° (senior public librarians) which may be acquired by the completion ofmore than 30 units. It was accepted in 1968, by the Mombusho to raise the require ments for Shisho from 15 units to 19 units, but not to set up the rank of Jokyu Shisho. About 50 members of the JLA's LED are now working toward a more fundamental revision of the Law concerning its provision for Shisho qualification's.

There are not many colleges at present that can sponsor the 9.unit program of library trainiag.

2. "Short" (usually for a week or less) courses for training of public and college librarians have been carried out by the JUL, Mombusho, two Associations, Junior College Association, Pre fectural Library Associations, eta., annually as usual.

"Short" courses for training of special librarians and documentalists have been also carried out annually by the Mombusho, JLA, Nippon Documentation Society, Japan Medical Library Associations, Japan Information Center of Science and Technology, Japan Special Library Association, etc.

Since last year (1969), the 4ombusho started a "longer" (3 weeks) training course for senior members of university libraries.

3. The Mombusho's "longer" training course for academic librarians, and some of "short" courses for special librarians and documentalists include topics on mechanization of library procedures. As an example, the Japan Medical Library Association's "short" training course program to be held at Sapporo in August, 1970, is listed below:

Trends of Medical Document Information and Secondary SD- of Information Primer for Computer Techniques Primer for Computer Programing Information Processing and Computer Problems in.I.R. and Mechanization Mechanization of Library Procedures A. Case at Tokyo U. Med. Libr. B. Case at Keio U. Med. Libr.

4. There have been special efforts made by the Agriculture, Forestry and Fisheries Research Council, Department of Agriculture and Forestry for training of librarians and documentalists in the field of agricultural sciences. The Japan Association of Agricultural Librarians and Documenta- lists translated and published in 1969 the Japanese version of the IAALD's "Primer for Agricultural Libraries" issued by Dr. Dorothy Parker, et al., which is widely read by Japanese agricultural librarians.Since 1965, Research Council'has also been holding annually training courses on agricultural librarianship and documentation not only for their librarians but also for research workers, ant sending one of their research workers to the School of Library and Information Science at Keio University to have him undertake further training, because they need professional leaders in a new National Agricultural Central Library to be built in Ibaraki Prefecture in the near future.

5. At the recent general meeting of the Japan Special Libraries Association held in last May, a correspondence training program for assistant librarians in.special libraries was proposed and is now under careful consideration by a committee.

III. Needs and Demands

1. More requirements for placement to library schools and sponsoring bodies of training institutes come from special libraries and information agencies of companies' research institutions which require applicants to have some knowledge on the specialized scientific and technical terminology as well as knowledge on machine application to "information processing", in addition to (or regardless) their skills and knowledge of traditional librarianship.

2. All institutions of library education have been suffering from shortage or lack of qualified teachers, especially in this changing era. In maw instances, positions of teachers have been occupied by non- qualified (or little-qualified) people.

3. The urgent needs for establishing several formal education institutions for librarianship and information science were stressed in the recommendations of the "Report to the Prime Minister on the Needs for the National Information Systems for Science and Technology (KIST)" which was issued in the Fall of 1969, but since then the Government has taken no concrete steps toward the goals described in the Report. Prof .Dr. Takahisa SaWai.to Director of the School of r i

Library anA information Science 202I 3 Apr. 1(../10 Keio University, Tokyo, Japan

:School of Lil,rrary and taforrtration 66. nce at Keio Uoiversity

ricclL1racltround and Activiti

Tie prosent School of Libra_ and ot inn Science was opened uaior italtan Library ol, in April, 1951, as an intei;ral unit of Keio Univerity faculty of net o, "to help sponsor and promote librarianship and also Le provide welltrain brarians to serve and work with their follow citizens ofoapan in all types of lib ies".1)

The School wa initial sta, _ assis by an advisory c 'ttee .'orthe School of the American Library Association and staf fed by wellqualified inst .cted from renresentative American Library iehools andlibraries.' !'rof.

L. Gitler, thon the Dean of dart School of Librarianshipof the Univers _1' Washinrjon at Seattle, presently the Director of the Universit}r of San Francisco Library, was invited to accept appointmont as director of thenew School.

Tho School's opera rion at the initial stagewas mostly in need fro! r mide available by the Alorican Library Association andthe American government, rt the sunport cane to an end early in 1952 with tie coming intoeffect of .he San Francisco Peace Treaty. Keio University then invited tho Rockefeller Foandation observe the 'School and its work for thepurpose of securing a grant to i;isure continuance of the program while the University made arrangementsto ise;.easo vrldually its own responsibility for tho overall financial supportof thin School. After visitation and study the Foundation stepped forwardand provided, in the summer of 1952, the assistance which male it posibloto continue the School. eh year, the Rockefeller Foundation's fund:; have decreased gradually, while those o: Keio University have increased in accoriance with the planof development for the School. As of 1 July 1956, the full financial responsibility became hntof the University Administration.

In accordance mC the plan of rloveloirment, between1952 and 1956, one member of the visiting American faculty was. replaced eachyear by a qualified residence Japanese faculty member until all courceswere 'iven by the regular, fulltime resident Japanese faculty.

aking of the Uckefeller Foundation grants, the Foundationprovided for the School, in addition to the emergency astastance in 1952,a grant for five years from April 1957, with which it was made possible to invitea foreign visiting faculty member for a certoin period each year,is well is to send an outstanding promisL.ing Japanese librarian or library science ilstructorfor study abroad, and to hold workshops. The 6chool initiated, in 1952,a special program for the training of life sciences librarians and documentalists, whichwas made possible under a throeyear grant from the Rockefeller Foundation.

1) From the early Catalones of the School.

2) See "Visiting Faculty" in the. 1970 -1972 of the School, p. 13. ;°1-01-% Cider-, the foundiig director of the School,retired Fro:. Tr6s.;6SA 1.:.511iMOLO was n niiointed (13 the director of the School and cted the faculty for thirteen years until he retired on 31 March 1969.

Tilo curriculum or toe School was, at its ini ii%1 organized like that of a typical American ry school, and nad not lee,changed very much for more than ten years.

The level the -n enrolled the Echo at time were generally junior a 5oior stud nts of:a collegetill they were requ Bachelor's der -roe to complete a total of not less than 64 units plUs practice noted below during the third roa fourth year att the University, in addition the general educationcource requirements: a, At least 3C7 units of cotrsa in lil rary science "major ". b. least 2b units of cours3s in the pool of approved courses "minor". c. Four (4) units of Practi

any sta,,e of the irst tea years, the courses of instruction werecompes fundamentally same a5 ted h -llow .(tz, figures in blackets are the course unit 'LihrLaies, idbr inns and Soci ty (2) c;lucation and the Library (2)

The j' Ad,ninistration and MEnagement of Libraries (2) Cl:!ssification and Cataloging 11 Library Materials, I, II (10) IYormtional and_ Bibliographic Source;; and Methods, I, II (8) :TailLnese and Chinese Library MLterials (2) ano;c Selection na Leaders Advisory Service (2) The School Library end Its Nantgement (2) Lilrary Work with Children and Young People: 4) AV iterials in Library Service (2) Library Sxtension (2) The History of Books and Libraries (2) cation for Librarianship (2)

Tho Seool celebrated its decennial in 1951. For the first ten years, the School was housed in temporary quarters. The University Administration, however, decided to move it into a now building which was completed in 1962. This has alloyed itto be equipped in a manner which facilitates greatly both teaching and study.

In corm. emeration of its fifteenth anniversary in 1966, the School took proceedings for opening a new graduate program leading to a Master's degree to meet the social dmAnAs requiring information specialists of hither standing. In April 1967, the graduate program was opened which was an epochmakingone in thin country. In accordance with the development of the graduate program, the School hachanged its name, Japan Library School, to the School of Library and Information Science.

Although the changes in the School's curriculum have been made gradually intwo or t1 r-cep.the principal changes must be clear if one compares the original courses of instruction and the current ones* The fundamentals of the changes are based on effort to unify traditional library science and nonconventional techniques for recorded inforrni.tion handling. For more than ten years, the demands to change the curriculum to produce a new type of graduates havelleen made f;ors variousfields, especially strong from the fields of science and technology*

The following lists show the courses of instruction givencur enAyiYi programs of the School (the figures in blackets are units ofcredit) Undergraduate Program:

The unie_raduate student enrolled ici the school red for a Bachelor's degree to complete a total of not less than 72 units notedbelow plus units of Practice and Thesis over and beyond general educution _es:

n.. At least 6 units or courses in library and informationscience as "major". b. At least 26 units of elective courses from the pool of approved courses a* "mirror ". e., Ei-ht (r) unit:: of "Practice and Thesis",

ar:: and Information Science, Introduction Library and Information Science, Readings (2) information Systems, Introduction (2) Administration of Library and Informatio_ yste _lieges and univo Specialized) (2) 11 it Public) (2) 11 it it tl 11 11 Schools) (2) Organiz:Ltion of Record i 1, II, information Storage and Retrieval, latroduc Reference and Information 6ervice (2)

Reference and information Sources ( Japanese and Chinese Classic tterie (2) The Literature of the humanities (2) 11 " Social Sciences (2) " Science and Technology (2' each) ChiN 's and Young People's Literature, I, II (2, ouch) ;;..terirls

( ) Special COUrSRS on: .YrefessionaI Education Lil.rary Facilities (2) Ja7ancse and Chinese Clan sic Ma.terja1s, Advanced (2) Citildren's Literature (2)

-Inform: Service(2) SeAtirsI. on: Administrative Problems of Science ResearchLibraries (2) - Indexing Systems Design (2) Lierature Searching (2)

2. Graduate Program:

The graduate student enrolled in the School isrequired for a Master's degree LO have eomdleted soma prerequisit ceur3es in the. undergraduateprogram, to- reside on the campus for at least 2 years, to complete not less than32 units from the ceursos listed below; submit a ;;raster thesis, ardipass the final examinations: Information Science, Introduction (4) Structure of Information I, II, Seminar (2 each) Information Systems Analysis and Design (4)

tl 11 11 11 " , Seminar I, each) Resea eh Methods in Science ant technology (4) 11 It humanities indthe .Social Sciences (4) Information Storage and Retrial (one of 4 units, five others of 2 chtnization in Information Iii.ndling (4)

The curriculum for undergraduates providesa total of 66 semester units in Library and informationscience and the ono for graduates providesa toad of 44 semester units in information science sad technology. The fcult,- started with five full-time visiting American facultymembers and two p-rt-Lime 31panoso lecturers, now consists of full-lime japanose faculty mchors and fourten part-time lecturers, or whomsix hold l'11.1) degrees anl eiht have Master's degrees in L.S. or also. Twelve member:: have backgrounds in scienceor applied science. .--ny of them.er and as consultants or committee members fornow library and information items.

Movio4 out from temporary quarters in 1962, theSchool now occripios tiro entiro sec :loor of the north wing of a new buildingon the main campus ofi t,io University. It,: 2-ciiiies iaelorlo two classrooms, 4a A-V laboratory,a graduates' laboratory, sp:Lc for eight faculty office', administrative and secretalialoffices, and a .:3-seat lihr-ry. The library iris a collection of about 12,000volumes of books, about ;;0,; of wk;:ca arc on library aril informition science andmore than a hal? of I;Oich are in Vestorn 1 -rruagcs, and nearly 180 titles ofserials in library and information science or related fields, of which about a half are in Viestornlanguages, principally 2ag1ish. The graduates' laboratory hoe studyspace for 20 students and is equipped withan IBM cerd punch, an IBM sorter, an IBM colic tor, a Tanac marksenso card selector,etc. For student practice, data punchedon IN cards are converted on tapes and prec,2ssed systems us in the computer, IBM T010 or Tosbac 3400, providedby the Keio Institute of Information Scienceon the Hiyoshi campus of the University.

Since the establisment of the School in1951 until 1 April 1970, a total of 765 under!::-dvate students have graduatzd, anda total of 10 in the new graduatepro have complel,ed the r,7:luiremeats. The graduates of the School, the only universi -- level school of this type in Japan,are highly esteemed in library and inform,:.tion service, and they have been placed in various orgonizatioas,not only in usual types of libraries, such as public, school and college anduniversity libraries, but in special libraries of companies, government agencies,research institutiowi, science information centers, etc. A breakdowli of the recent placement of the graduatesshows that the majority of the graduates have been plEcedin either academic libraries or specialized information centers, and thatmore Lnd more requests for placement have come from scientific and technological fields.

In the academic year, 1970-1971, the full-time enrollees of _h ,Schoolare as follows:

Undergraduate °gram:, Second year (Prospective) students: 70 Third year students: 73 Fourth year students: 81 Total: 224 Graduate -am: Total: 21 - Grand Totals 245

To realize the Scheel's role to advancethe new discipline of library and information science, the School has been nut onlytraining its students through relul.ar programs, but also giving opportunitiesfor further training to in-service personnel. For the latter purpose, various workshopsand seminars have been -provided by the School since 1951. A total of sixteen programswere carried out until 1967 and attended by a total of about 1500 librarians or documentalists., Among thesixteen

Soe "Extension Programs" in the elLtAl2K4L_1970.1_972of thb School, p. 43-45. ro,; followinr may he of interest the members of 00

Seminar on Documentation (nay-July, 1960):

Vith Prof. Helen Pocke, then the professor of School of Library Science, 'A'-stern Reserve University, as leader attended by 30 participa

cial Library 'ror1c. hop (July 13-16, 1960) :

Also led by Prof. h en M. Focke, attended by 30 specla librarians.

efl1.int-trinnmh Wnrkmhnl

l;rzler the thro pror;ram on life sciences librarianship, two one-voek workshops were held each year in Tokyoond Osakaor Kyoto. The first one (July 9-13, 22-26, 1962) was led by Dr. Y.stello Bradman,Professor and Librarian of the School of Medicine, Washington University;the second (July 8-12, 22-26, 1963) under the leadership of Prof.Thomas P. Pleming, -ofessor of the School of Library Service and tho Librarianof !4edical Library, Columbia University; the third workshop (July6-10, 20-24, 1964) wa lei by Prof. J. R. Blanchard, Director of the University ofCalifornia at Davis. Each of the three life sciences workshopswas attended by 60 medical and arriculturaLl librarians and documentalists.

Academic and ResearchLibraries_Vorls.shops (Nov. 0-22, Dec. 18-20, 1967):

Ureler the leadership o Prof. verett T. Moore, Assistant University ibrarian of the University of California at, Los Angeles,a total of 87 111rtieipants attended.

mon:: activities of the School, publishing isone of importantPrograms Up to now, seventeen titles have been published by theSchool, most of which were the procecdiags of the workshops or the reports of the seminarssponsored by the Sc'noo1.4) The current emphasis in publishing business is toassist the .Mita Society of Library and information Science soas to nuke it possible to publish its journal, bi.rry end Jnformltion 6cience (formerly Library Science).The Mita Society of Library and Information Science is sprofessional organization composed mostly by the graduates of the School,. but it is open to those whoare professionally interested in advancing the new discipline of.library and informationscience, which of course including documentation.

Seo "List of Publications" in alogue 1 7f, 1972 of he School, p. 47. Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in NorthAmrica" etroitJune 26-27, 1970

Education forLibrarianship-JOREANncornplet BACKGROUND INFORMATION

1.Population 2,145 000 2.Compulsory Education 6- Duration

4.Entrance Age

hool Enrollment Ratios Unadjusted School Enrolment Ratios:

A. First Level 57

13.Second Level 49

C. First and Second Levels 54 Adjusted School Enrollment Ratios: First and Second Levels

6. t,o-n at Third Level 1966)

A. Teaching Staff 355 B.Students 4,409

C Number of students oar 100,0Winhabitants 214

7.Libraries (1966) Volumes A.National

B.University 7 194,000 C.School 1,451 2,156,000 E Special 17 64,000

E.Public 11 79,000

UNESCO StatisticalYaar 968.Paris, 1969 tional Information

A Jordanian Library Associationwas formed in 1964 and began atonce to run short trainingcourses, in one of which theriter was invited to participate. In January 1966, acourse in librarianship was begunat the Teachers' Institute in Amman for fifteen studentsof the Institute.This coursran for three semesters for a total of 18 'credit hours'.The syllabus wasas follows:

Credit Subject Periods Credit hours Subject Periods hours

Classification 48 3 Library and the community 32 2 Cataloguing 48 3 Library administration 32 2 Bib liogra phy 32 2 School library 32 Readers' services 48 2 seminars 16 Total 288 18

No special diplomawas given, but the diploma givento graduates of the Insti- tute showed that thus ho had taken this specializationhad satisfactorily completed it. Unfortunately, this course couldbe held once only; itwas then suspended because of the lack of qualifiedprofessional instructors.

The training ofchool librarians is carriedout through summer and in-service courses. Summer courses last fortwo weeks, in- servicecourses for one week only. The subjects taught inthese courses are:

Periods Summer In- service

Classification 24 12 Reference works 6 3 Cataloguing 24 12 Processing 3 Bibliogra ph 6 3 Library service A statement of attendance isaarded to successful participants. The standards of educationreouid are the same as those ofa school teacher, since chool librarians are chosenfrom among school teachers.(At the University Library, -3-

however, a degree is a prerecruisite .)

In addition to the courses held locally, there are opportunities forsome libra- rians to study abroad. The major grantinginstitution is Unesco and the main country of study is the United Kingdom.

Taken o Unesco Bulletin for Libraries: Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Education for Librarianship )REA Fact Sheet prepared by Robert Burgess

Educational Structure Primary education grades 1-6 is free and compulsory.

Secondary, grades 7-9 () and 10-12 (high school),entrance by examination at each level. Both private and public schools must maintainlibraries, directed by trained librarians.

Tertiary, structured similarly to U.S.: junior colleges, fouryear colleges, universities. Over 100 institutions of higher learning, themajority private.

Education for Librarianship Four private universities, all located in Seoul, offer undergraduate majors in library science: Chung-ang (Central) Univeraity, Sung Kyun Kwan University, Ewha Ifiomen's University, Yonsei University, Ewha, with the largest full- time faculty, also offers a program leading to the master's degree. A few courses for teacher-librarians have been offered in tht, College of Education, Seoul National University. The Korean Library Associationas well as some of the Library Science Departments in the universities offer short workshops and in- service programs.

Much professional education Law) is offered at the undergraduate level; the p acement of library education at this level seemsproper.In comparison with other professions, the demand for librarians is high, and placement is good. Salaries of school librarians are comparable with those of teachers, of public librarians with those of similarly placed public officials. College librarians do not enjoy faculty status, and salaries are below those for faculty. institute on "INTERNATIONAL LIBRARY MANPOV, ER: Education and Placement in North America" Detroit - June 26-27, 1970

Education for Librariansh KU AIT (Incom plete)

BACKGROUND INFORMATION .

1. Population 520,000

Compulsory Education. 6 -14 16

Duration B

Entrance Age 6

6.School Enrollment Ratios Unadjusted School Enrollment Ratios:

A.First Level 51

B. Second Level . 50

C.First and Second Levels 59 Adjusted School Enrollment Ratios:

First and Second Levels 74

Education at Third Level (1966)

A. Teaching Staff 49

B.Students 418 C. Number of students per 100,000 inhabitants

7.Libraries (1967) Volues A.National

B.University 1 88,000 C. School 153 324,000

D. Special 18 59,000 Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - Tune 26-27, 1970

Education for Librarianship-LATIN AMERICA Bibliography prepared by William V. Jackson

F1orn, Luis, "Library Science in Latin America.In : Bone, Larry E. , ed. Library Education: An International Survey. /Urbana/ University of Illinois Graduate School of Library Sciencec1968pp. 21-28. Jackson, William V."Brazil, Education for Librarianship in."In: Encyclopedia of Library and Information Science, vol. 3. New York, Dekker, 1970. Zpublished spring 1970/ Jackson, William V."ZEducation for Librarianship in/ Lan America." 'brary Trends, XII (1963), 322-355. Krzys, Richard and Litton, Gaston. A for Librarianship in Colombia. Metuchen, N. J., Scarecrow Press, 1969. Normas pars Escuelas de Bibliotecologia. Weshington, Union Panamericana, 1966.(Cuadernos Bibliotecol6gicos, 29) Russo, Laura Garcia Moren. A Biblioteconomia Brasi e 1915-1965. Rio de Janeiro, Institute Nacional do Livro, 1966. Sanz, Maria Teresa. Analisis de los Informes Nacionales sobre el_ Estado Actualde la Profesion Bibliotecaria en America Latina .lvlede Colombia, Editorial Bedout, 1965. Sanz, Maria Teresa."The Training of Librarians and Documentalists in Latin America." UNESCO Bulletin for Libraries, KU (1967) , 318-326. Velasquez, Pablo."Library Education in Mexico: Its Relation to the Central Government." in Bone, Larry E., ed.LibrarEducation: An International Survey.Urbana/University of Illinois Graduate School of Library Science Lc1968/, pp. 109-123. GENERAL BIBLIOGRAPHY ON LIBRARY EDUCATION IN LATIN AMERICA

Becerra, Berta. Other library schools.(In: Conference on the Development of Public Library Service in Latin America, S'ao Paulo, 1951. Development of public libraries in Latin America.(Paris) Unesco (c 1952) p. 124-131)

Conclusions of the First Study Group on Education for Librarianship in LatinAmeica: Provisional text. Washington, D.0, Pan American Union, 1964.14p. ader- nos bibliotecologicos, No. 18)

Daniels, Marietta. Three-year project for the study of education for librarianshipIn Latin America. Washington, D.0 Pan American Union, 1963.6p. (Cuadernos bibliotecologicos, No. 15)

FlorA, Luis.Library science in Latin America. (In:International Conference on Education for Librarianship, Urbana,,I11., 1967.Library education: an inter- national survey. Urbana, Univ. of Illinois, Graduate School of Library Science, 1968.p. 21-28)

Gielsness, Rucl'Aph. Inter-American collaboration in education for librarianship: BogotS, Quito, Lima.(Library Quarterly, 16:187-201, July 1946) Jackson, William Vernon.(Education for librarianship): Latin America. (Library Trends, 12:322-55, Oct. 1963) Lerena Martinez, Elvira.University library schools. (In: Conference on the Development of Public Library Services in Latin America, ST° Paulo, 1951. Developmentof public libraries in Latin America. (Paris) Unesco (c1952)p. 115-123) r . r . Linares, Emma, comp. Gula de escuelas y cursos de bibliotecJlogiaen America Latina, 2. ed. Washington, D.C. Unidn Panamericana, 1959.51p. (Pan American Union. Columbus Memorial Library.Bibliographic series, 36 (revised) Lohrer, Alice, and William V 1rnon Jackson. Education and training of libraries in Asia, the Near East, and Latin America.(Library Trends, 8:243-77, Oct. 1959) Normas para escuelas de bibliotecologia; informe de las Mesas de Estudlo de la Pre- paraeidn de los Bibliotecarlosen la America Latina, Escuela Interamericana de Bibliotecologia, Universidad.de Antioquia, Medellin, Colombia, 1963-19656 Texto provisional . ,Washington, D.C., Unidn Panamericana, 1966. 20p. (Cuadernos bibliotecologicos, No. 29) Penna, Carlos Victor, and Marietta Daniels, comp. Guia de escuelasy cursor, de bi- bliotecologia en Arrdrica Latina. Washington, Unidn Panamericana, 1951. 20 p. (Pan American Union. Columbus Memorial Library.Bibliographic Series, 36)

Rovira, Carmen, comp. Guia de escuelas y cursos de bibliotecologiaen America Lati- na.3 ed. Washington, D.C., Union Panamericana, 1964.66p.(Fan American Union, Columbus Memorial Library.Bibliographic series, no. 36 (rev.2) -2-

Sant, Maria Teresa. Analisis de los informer nacionales sobre el estado actual de la profesid'n bibliotecaria en Am4rica Latina.Medellin Universidad de Antioquia, Escuela Interamericana de Biblioteeologia, 1965.276, (8) p. (Primera Mesa de Estudios sobre la Formacien de Bibliotecarios y Mejoramiento de Bibliotecarios en Servicio en la Amei-ica Latina ,.Aiiexo - Training of librariansand documentalists in Latin America. (Unesco Bulletin for Libraries, 21:318-26, Nov. 1967) Shepard, Marietta Daniels. Education for librarianship in Latin America. (Journal of Education for Librarianship, 7:119-34, Winter 1967) Education for librarianship in Latin America: conclusions of the study made by the Inter-American Library School. Washington,. D.C., Pan American Union, 1966.14p.(Cuadernos bibliotecologicos,i No. 33) CL tutu an "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" DetroitJune 26-27, 1970

Education for Librarianship-LEBANON (Incomplete)

BACKGROUND INFORMATION

1.Population 2,520,000 2. Compulsory Education

Duration

4. Entrance Age 5 5. School Enrollment Ratios

Unadjusted School Enrollment Rad

A.First Level 52

B. Second Level 33

C. First and Second Levels 47 Adjusted School Enrollment Ratios:

First and Second Levels 58

6. Education at Third Level (1966)

A .Teaching Staff

B. Students 23,47-5 C. Number of student per 100,000 inhabitants 954

. Libraries (1966) Volumes

National 1 120,000 B. University 490,000 C .School 31,000 D. Special 258,000

E. Public 1 17,000

UNESCO Statistical Yearbook 1968.Paris, 1969 ADDITIONAL INFORMATION -A sharp distinction must be drawn between governmental and private inst dons. There are no library schools in Lebanon. Training of librarians abroad is subject to Decree No. 8868 of 27 February 1962 covering all kinds of special study abroad. Candidates submit to the Government evidence that they possess the entry or prerequisite qualifications required by the institution to which they wish to go, and are then allowed to sit a government selection exmination. Similar arrangements apply to attendance by Lebanese Government employees at summer institutes or workshops sponsored by official bodies or private institu- tions. A special co_ittee prepares lists of jobs and of candidates who after the appropriate study may be expected to fill them. No candidate may be listed unless he has either passed a selection examination organized by the Department of In- Service Training of the Civil Service Commission, or successfully completed an in-service training programme organized by the Public Administration Insti- tute.This general pattern seems to be followed also by certain other countries in the area. Qualified persons start in, for exampie, the Lebanese National Library at salaries ranging up to the equivalent of about $2,900 a year plus fringe benefits, according to experience. The American University of Beirut has built up its own professional library staff: partly by overseas recruitment and partly by encouraging local people to obtain professional qualifications overseas - normally in the United States. In the academic year 1966/67 nine of its sixteen professional librarians (though two of these happened to possess American citizenship) were local people. In addition two persons were expected to return from the U.S in the summer of 1967, having gained their master s degrees in library science, and yet another two Lebanese staff members, and a third - not a member of the University Library staff - had been accepted by American library schools for 1967/68.It is hoped in this-ay to co-operate with other institutions in helping to create a corps of Lebanese professional librarians. Already several other institutions have been able to send one or more library staff members to.overseas library schools. Hither- to, however,. it has been virtually impossible for librarians with full professional qualifications to obtain suitable paid costs outside the foreign universities and colleges in Beirut. For this reason, consideration by the American University of Beirut of the establishment of a school or department of library science- great though the national and regional need is- has so far come to naught. The idea, however, has not been lest sight of, and if a true local market could:be found for the 'product such an enterprise, on a regional basis, might become practicable. The hope is that such a growing body of Lebanese professional librarians, mostly young and vigorous, will become active in a revived Lebanese Library Association. Of this there are already some signs, as thereare also in Iraq. The Lebanese Library Association was established in 1960 and soon joinad-the International Federation of Library As ociations.It was represented at the International Conference on Cataloguing Principles Paris in 1961, where the

Lebanese delegates were the only representatives of the Arab world.Later,the association became inactive; but during the visit of Mr. Rena Maheu, Dictor- General of Unesco, to Beirut in January 1967, discussions took place be- tween him and Lebanese ministers which resulted in projects being set on foot including, inter alia, Unesco assistance in revitalizing the Lebanese Library Asso- ciation and training personnel for libraries. During the spring of 1967 a number of preliminary meetings of librarians was held to study the revival of the Library Association. Beirut College for Women, a small private liberal arts college, offe.sin a lto;.-- nate years a course entitled 'Introduction to library science', requirig three hours

of lectures or class-work per week and carrying a value of 3 credits towards theB.A. degree. This course is taught by a professional librarian andcovers the elemen-en- tary study of the basic principlesf librarianship: book selection, acquisition, cataloguing and classification, circulation and reference work. Tnestress is On the position of school libraries in education anda high proportion of prac cal work is included.. The course is open to junior and senior (i.e.,third-year and fourth-year) undergraduates. This is at present the onlyformal course in library science given by a recognised universityor college in Lebanon as part of a degree curriculum.

Short summer courses in elementary library science were he._ by the Library of the A erican University of Beirut from 1962 to 1965. Eachcourse, of six weeks' duration, was taught in English by library staff, withArabic explanations where necessary (the 1965 course was held in two sectionsof which the less advanced was taught almost entirely in Arabic).In all, nearly a hundred students attended from many Arab countries and also from Iran, Pakistan andelrewhere. These courses were supplemented in 1964 and 1965 by special four-weekcourses in medical librarianship held in the University underan agreement with the

World Health. Organization, which provided scholarships fo:: selectedpersons engaged in medical library work and also appointed and paidfor the consultant teachers.It was not found possible to repeat either of thesecourses in 1966. In 1967, Beirut Collegefor Women planned to holda school librarians' workshop for eight weeks in July and August, emphasizingthe use of books ineducation, the stimulating of reading and the organization ofschool libraries- but this had to be postponed. In view of this plan, the American.University decided once again not to hold its summer courses, though it hopes theymay be resumed in future years. As it turned out, thepolitical situation renderednecessary the suspen- sion or postponement ofmost summer activities in 1967- particularly those designed for an internationalclientele.

Article by Francis L.Kent Taken from Unesco Bulletinor Libra e Institute on INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Educeon for Librarianship LIBYA (Incomplete) BACKGROUND INFORMATION

1.Population , 1,738,000

2.Compulsory Education 6-12

Duration 6 4.Entrance Age 6

5.School Enrollment Ratios

Unadjusted School Enrollment Ratios:

A.First Level 46

B.Second Level 28

C.First and Second Levels 41

Adjusted School Enrollment Ratios:

First and Second Levels 51

6.Education at Third Level (1966)

A. Teaching Staff 252

B.Students 2 ,215 C. Number of students'per 100,000 inhabitants 132

7.Libraries (1966) c Volumes

A.National -

B.University 3 40,000

C. School 9 160,000

D. Special 1B

E.Public 9 34,000

UNESCO Statistical Yearbook 1968.Paris, 1969 Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement inNorth America" Detroit -June 26-27, 1970

Education for I brarian_shi-MEXICO Fact Sheet prepared by CarmenRovira Population 48,600,000 Capital: Mexico City Educational Structure

Primary education, 6 years. Secondary education: basiccycle of 3 years, in the institutions calledsecondary schools, anda second cycle of 2 years in the preparatory schools leading to the degree ofBachelorof Sciences or Humanities.The federal government, throughthe Secretariat of PublicEducation, has the responsibility for all levels of education except universities; the stategovernments support some primary, secondary, and teacher- training institutions; themunicipalities supportsome

primary schools.

Higher education. Thereare over SD universities inMexico, but the National Autonomous University ofMexico (UNAM) in MexicoCity enrolls about 50% of all students in the country. The Secretariat of Public Educationalso maintains some professional schools at thislevel, among thema school of librarianship and archives. Education for Librarianship

UNAM created in 1956a College of Librarianship andArchives as pert of its Faculty of Philosophy andLetters.It offers training in librarianshipor in archives management, and up to 1967 itgranted the degrees of "Licenciado"after 3 years of study, and of "Maestro" after 4 years. Since 1967 it offersthe "Licenciatura" with 48 credits, the "Mastriaafter adding 2 seminar creditsand a thesis, end the "Doctorado" with 12more credits at the post-graduatelevel. A Bachelor of Sciences or Humanities degree is rerfiuired foradmission. For manyyears this school graduated very few students, but their numberhas increased lately. Toour knowledge, no Doctor's degrees haveyet been granted. -2,

The Secretariat of Public Educationestablished in 1995 the NationalSchool of Librarians and Archivists inMexico City. Studies leadto the degree of Library Technician after 4years, and of Master in Librarianship after3 years' study, and a thesis. Entrance recfuirementsfor the degree of LibraryTechnician is the certificate of 3 years of secondaryschooling; but for the Master'sdegree a Bachelor or Normal School certificate is needed.Enrollment figures are much higher thanat the University school, more than half of it forthe first degree. In the first 20years of the school's

existence, only two persons hadreceived the Master's diploma,although 21 more had finished the course work, butnot the thesis. Brief Corn sarison with otherProfessions

The Mexican Library Associationand some internationalorganizations feel that Mexico is ready for a graduateschool of library science, andare prof oting its creation, probably outside the U11TA1V1. Althoughthe number of university graduatesin librarianship is small, many Mexican librarianshave studied abroad and theprofession is slowly gaining the proper recognition.

Bibliogra_phy Velasquez, Pablo

Library education in Mexico:its relation to the centralgovernment. (In: Inter-

national Conference on Education forLibrarianship, 1967, University ofIllinois.Library education an international survey. Urbana, Univ. of Illinois, GraduateSchool of Library Science, 1968.p. 109-23) Zamora, Pedro, and Pablo Veasquez

Planearniento nacional de serviciosbibliotecarios en lVie'xico.p. 55-56 Planeamlento nacional de serviciosbiblioteca los, vol. II; Porpaises; Parte 1, Chile y Mexico. Washington, D.C., Unlofn Panarnericana, 1966. Estudlos bibliotecarios,8) Ins titute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 2627, 1970

Education _for Librarianship-MOROCCO (Incomplete)

BACKGROUND INFORMATION

1.Population 14,140,000 2. Compulsory Education

Duration

Entrance Age 6

School Enrollment Ratios

Unadjusted School Enrollment Ratios:

A. First Level 32

-Second Level 15

C .First and Second Levels 27 Adjusted School Enrollment Ratios: First and Second Levels

6. Education at Third Level (1967)

A. Teaching Staff 354

B. Students 10,505 C. Number of students per 100,000 inhabitant 74

7.Libraries (1964) Volumes

A, National 1 192,000

B. University 9 88,000 School c D. Special

E.Public 18

UNESCO Statistical Yearbook 1968.Paris, 1969 -2

Additional iniorrnation

A letter dated 19 June 1967 from heMoroccan Embassy in Beirut infotmsthe author that since there is no libraryschool in lviorocco, and no trainingfacilities, it is not possible to make anyassessmerL of the professional status of librarians in that country.

Taken from Unesco Bulletinr Libraries Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Education for Librarianship- NIGERIA Fact Sheet prepared by Irving Lieberman Nigeria, once made up of four regions, is today a country of 12 autonomous states.In his "political blueprint" published in 1945, the former President of the Federal Republic of Nigeria, Dr. N-namdi Azikiwe advocated the division of Nigeria into eight states.In 1947, the vice-chair- man of the Federal Executive Council, Chief Obafemi Awolowo, also suggested that 40 states be created in Nigeria in his book titled "Path to Nigerian Freedom." Before the attainment of political independence in 1960, the British Government appointed the Willink Commission (1958) to investi- gate the fears of minorities in the old three regions--fears based on domination by the individual majority groups. The 12-state structure provides a new Nigerian Federation. Each state is under a Military Governor appointed by the Head of the Federal Military Government.Each Military Governor is a member of the Supreme Military Council headed by the Head of State, Major-General Yakubu GOwon. The administration of each of the 12 states has begun in earnest to pursue and finance viable economic and educational programs for the uplifting of their states within the framework of a united Nigeria. STATES AND CAPITALS (POPULATION) STATES CAPITAL AREA POPULATION Lagos Lagos 1,81 1,44a 000 Western Ibadan 29,100 9,488,000 Mid-Western Benin City 14,922 2,536,000 East-Central Enugu 11,548 7,469,000 Rivers Port Harcourt 6,985 1,545,000 South-Eastern Calabar 10,951 3,381,000 Kware Ilorin 28,672 2,399,000 North-Western Sokoto 65,143 5,734,000 --- North-Central Kaduna 27,108 3,878,000 North-Eastern Maiduguri 105,025 7,793,000 Benue-Plateau Jos 39,204. 4,230,000 Kano Kano 16,630 5,775,000 2 Nigerian education follows the traditional Britishsystem and has been developed largely by

onrry societies and voluntary agencies working under governmentgrants and inspection. In 1983, about 2.7 million Nigerianchildren were attending school at the primary level, 218 thousand students were enrolled at the secondarylevel, and fewer than 4,000 were enrolled at the University level.

Education is not compulsory at any level,Schools are regulated and inspected by the States and operate under a system of governent grants but they may be managed by either the state, local education authority, missions, othernon-g,,ivernment bodies (called voluntary agencies) or by private individuals. A syllabus providedby the states is followed in the primary schools, Successful candidates receive the primary SchoolLeaving Certificate The academic secondary schoolprogram, is usually 5 years duration. The final secondary school examinations are administered by the West African ExaminationsCouncil; successful candidates are awarded a West African School Certificate (grades 1, 2,or 3).Some secondary schools offer two further years leading to the Higher School CertificateExamination.Students holding the Higher School Certificate may in some instances be exempted fromthe first year of university studies. The first major educationalmanpower study was completed in 1952 under the direction of Sir Eric Ashby and an international commission. Asa result of-this study, Nigerian authorities are focusing attention on the development of secondaryeducation teacher training and higher education in addition to colleges which prepare-teachers for primaryeducation, there are now five advanced teachers' colleges in the country (duration of thecourse three years) and five universities.Four of the institutions of higher learning have been establishedsince 1960. These institutions of higher learning are Ahmadu Bello at Zaria, University ofNigeria at Nsukka, at Lagos, at Ibadan,, and the Universityof Ife at Ile-Ife. Library education is available as a professionalprogram at two institutions, the University 3

of Iban and .In the latter there are three programs; namely,

secondary school graduates, (2) Universityundergraduates and (3) University graduates.At Ibadan the program is entirely forgraduate students culminating in a Diploma afterone year of

study, a Master's after twoyears of study and a Dbctorate after three years of study, Anew Certificate in Library Studies for intermediatestaff who meet the secondary school certification mentioned above and have been employed inapproved libraries, will be offered 1970 -1971.

BIBT TOGRAPHY

Annual Report, Session 1966/69, Instituteof Librarianship, Faculty of Education, University of Ibadan.9 pp.

Dean, john.Standards of Practice fo can Libraries.Occasional Paper - I, Institute of Librarianship, University of Ibadan, 1969.116 pp.

First Annual Report, Department of Librarianship,Faculty of Education, Ahmadu Bello Univer 1968-1969.13 pp.

Investment in_Educatiom The Report of theCommission on Post-School Certificate'and Higher Education in Nigeria.Federal Ministry of Education, Nigeria, 1960.140 pp. The Library World.Special issue, "Librarianship in Nigeria."September, 1962, v. 64, no. 747. pp, 59-85.

Nigerian Libraries.Ibadan University Library, Ibadan, Nigeria,v. I, no. 1-- February, 1964--.

Ogunsheye, F. Adetowun. erian Lill-aajqescxn-ces in Science and Teci..,lology,Occasional Paper - II, Institute of Librarianship, Universityof Ibadan,''70.

Prospectus.Institute of Librarianship, Faculty of Education,University of Ibadan, 1968-1969. 8 pp.(1969-1970 included in Prospectus, Facultyof Education.66 pp.) cHADI,

Lake Chad

NORTH-WESTERN Maiduguri

Kaduna NORTH-CENTRAL NORTH-EASTERN STATE

notli KWARA BENUE.PLATEAU

WESTERN lbadan

Enugu EAST- PAID-WEST CENTRAL

THE 12 STATES BI HT OF BENIN e . RIVERS OF NIGERIA Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Education for Librarianship -- PAKISTAN Fact Sheet prepared by Dr. Anis Khurs hid and Naimuddin Qureshi

Education in Pakistan is primarily the administrative responsibility of the Provincial Governments, while the Ministry of Education is theover -all coordinating, policy-making and advisory authority. The Ministry of Education formulatespolicy and coordinates educational activities in consultation with variousadvisory bodies, such as the Advisory Board of Education, the Inter-University Board, and the Council ofTechnical Education. There are separate departments of education in East andVest Pakistan. The Schools and Intermediate Colleges are administered by therespective Directorates of Education. The educational structure consists of: primary (five years); th(secondary (6-10 years); the higher secondary or intermediate (classes 11& 12); higher education (Degree Colleges and Universities, which offer Master's Degreecourses and Doctoral program in some sub- jects.) The is providedin the various technical institutions, and in the purely vocational schools and colleges. The degree collegesare affiliated with the universities of that region.

Urdu and Bengali are the two national languages in West Pakistan and EastPakistan respectively, while English has the position ofan official language. The medium instruction in the schools is Urdu in West Pakistan and Bengali in East Pakistan.In colleges and universitiesthe medium of instr_ 1. English, which is going to be changed very soon in the two national languages.According to the 1961 Census, the literacy perc :ntage was 19.2. There are about 61,000 primary and 9,000 secondary schools, 400 arts and .science ages, 130 teachers' training institutions, 44 polytechnics, and 12 universities, including 2 engineering and 2 agricultural universities. A Commissionon

National Education was appointed in 1958. Since 1960,educational development has been guided largely by the result of thatCommission's work. The development of library educationin Pakistan has been on three gradual stages. From 1948 to 1956, there were only certificatecourses, and from 1956 to 1962, the Post Graduate Diploma Course ere offered.In 1962, Master's Degree program was introduced and in 1968, the Doctoralprogram was introduced. The Department of Library Science at the University of Karachi is the largest library schoolid Pakistan. Here the Post Graduate Diploma Course was started in 1956, theMaster's Degree Program in 1962 and Doctoral program in 1968. It has a faculty of 3 full-time and six part-timelecturers.The Universty librarian is also the Head of the LibraryScience Department. The Department of Library Science at the University of Dacca, which startedthe Post Graduate Diploma course in 1959, and Master's Degreeprogram in 1952, is the only Library School in East Pakistan

offe-g courses at the Post Graduate level.It has a faculty of 2 full -time and 11 part -tii lecturers.

The Library School at the University of Panjabis considered to be the oldest Library School, where an American librarian Asa Don Dickinsonstarted the undergraduate certificate course in Librarianship In 1915, whichwas three years earlier than the University course in London. This course was raised up to the graduatelevel in 1928, but it was dis- continued in 1947. In 1950, thiscourse was restarted. Here the Post Graduate Diploma Course was started in 1959.It has a faculty of two full-time and two part -time lecturers. The University of Peshawar is the fourthuniversity, where the Post Graduate Diploma Course was started in 1962.It has a faculty of three part-time lecturers. The Library Science= Departments in theseuniversities are part and parcels of the university libraries. The University Librarian is also theHead of the Library Science Department. There are no separate libraries for the LibraryScience Departments, and the library science collections are in the main library.The professional Organizations which are offering undergraduate short term certificate coursesare: Karachi Library Association (since 1952 of 4 months duration);East '.:istan Library Association (since 1958 of 4 months duration); Pakistan Bibliographical WorkingGroup (since 1960 of 6 months duration-- Diploma course in special librarianship and Bibliography);and West Pakistan Library

Association (since 1962 of 6 months duration).The Society for the Promotion and Imp ov ment of Libraries has organized various workshops (1-2 weeks duration)in different cities of West Pakistan since 1961 and has awarded certificate ofattendance. Since 1965, the

jamia Talim-e-1V11111, at Karachi, with the cooperation of theKarachi University Library Science Department, has been offering a certificatecourse of six weeks duration for the school librarians. From 1969, the duration ofcourse has been increased to three months. In Pakistan, proper recognition has not been givento the library profession. The status and salaries are very low in comparison withother professi,-. s. The salary of a school librarian is lower than a schoolteacher, the salary of a college librarian is lower

than the lecturers, andsame is the case in the universities, exceptthe Karachi University, where the Librarian, DeputyLibrarian and Assistant Librarian havebeen given the faculty status, while the othLprofessional staff has not been giventhe same status as of lecturer esIn very few government depLrtrnentsand private organizations, the librarians are getting good salaries, otherwisethey are getting verypoor salaries. The professions such as Lledicine, Engineering,Law, etc., are better paid than the L 7arianship.There- fore, the capable studentsgo to the Medical, Engineering and other professionalschools Since there is a shortage of professionalschools, so the other studentsgo to the universities, to get degrees inscience and social science and othersubjects. Above all the status of the librariansneeds to be raised if sufficient number oftrained persons are to be attracted to this profession. Biblipgraphy

Abdul Moid."Library , ournal of the Pakistan LibraLy Association, II(April, 1968), pp. 83-9k.

Anis Khurshid. "Library Educator, urnal of the Pakistan Lib ras \s_sociat ion, II (April, 1968), pp. 101-108.

------. ''Library Training in Pakistan, "Unesco Bulletin for Libraries, Jan -Feb., 1961), pp. 31-33. ------. 'Standards for library education in South Asia," Pakistan Library Review (New Series), II (June- September, 1969),pp. 5-25. "Teaching methods and technieues in libraryscience," Pakistan Library Review (New SerieJ,I (March, '), pp. 21-27. Pazle Kabir, A. F. M."Library Education and training in EastPakistan, ournal of the Pakistan LibraAssoiation,c. II CAL,ril,, 1968), pp. 113-118. Haider, Syed jalaluddin. Problems of higher library education in Pakistan Pakistan Librar Review (New Series), III (December-March, 1959) pp. 27-32. ,

Hussain, S. V."Library Education in Pakistan," PakistanLibrary ltvi:w (New Series),I 6, II (December-March, 1969),pp.21-26. Karachi University. Department of LibraryScience. Courses of Studies in Library Science; 1900-68. Karachi: theUniversity, 1966. Abdu Sub "h."LibrarEducation," Pakistan_ LibraLy Bulletin, I (December-March, 1969),pp. 18-25. State University of r York, International Studies and `i,or1c1 Affairs. Book Production Importation and Distributionin Pakistan: a study of needs with recommendations with.1 the context of social and economic develop- ment. New York: Agency -or International Development,1966. Whitaker's Alamnac 1970.London: Whitaker 6, Sons, 1970. institute on "INTERNATIOri,L LIBRARY i ANPOWER: Education and Placement in NorthAmerica" DetroitJune 26-27, 1970 Education I r Librarians hi -PANAMA Fact Sheet prepared by Carmen Rovira

Population 1,372,000 Capital: Panama City

Educational Structe

Primary education, 6 years; secondaryeducation, a first cycle of 3years, and a second cycle of 3 yea ,.A7hich for academicsubjects is taken at the "liceos," awarding the degree of "Sachill

Higher education. Two universities:the , public and

autonomous, but under the responsibility ofthe Ministry of Education, and theUniversity of Santa Maria la Antigua,a private Catholic institution.The largest Faculty at the University of Panama is that of philosophy,Letters and Education, with over one-fourth of the total university enrollment.The Faculty of Medicine offers theDoctorate after 7 years of study; all other Facultiesoffer the uncenciatura" after 4to 6 years of study.

They are: Public Administrationand Commer, and Natural Sciencesnd Pharmacy (4 years), Law and PoliticalScience, Philosophy, Letters andEducation, and Engineering (5 years); and Architectura(6 years). The University also hassome professional schools, such as journalism, nursing,etc. Education for Librarianshi

The Library School at the Universityof Panama was created in 1941 and functioned regularly until 1945, when it becamea summer school until 1949.It was closed from 1949 to 1952, and from 1952 to 1956it functioned again aa summer school. Regular' courses have been operat1.ng since 1956. TheSchool gives a Certificate in Libranship after 3" years, a "Licenciatt a"or a degree of Professor Librarian after 5years. The School of mostly oriented towards schoollibrarianship. Requirements for admission are completion of the nBachillerato"or a Normal School diploma. -2-

Brief C a ison with other Profeb

It would appear from the above that the librar_n is considered at the same level as the teacher, but it is not alwaysso.Proximity to the Canal Zone and close relationship with American librarians therethrough a common library association has had a beneficial effecton Panamanian librarianship.

Escuela de Bibliotecologia de la Universidad dePanama y sus prograrnas de estu- dios. (La Voz de la Biblioteca UniverstariaPanama,no. 7, ene.-mare 1967, p. 16-21) Herrera Carmen E. de

La. Escuela de Bibliotecologia de la Universidadde Panama. (Fichero Bibliogra- fico Hispanoa -ericano, vol. 6,no. 7, abr. 1967, p. 24-26) IVIendieta1VIarzia E. de

Trayectoria historica de la Escuela de Bibliotecologia.(Boletin da la Escuela , de Bibliotecologia, Panama,no. 1, 1967, p. 3-9) Institute on "INTERNATIONAL LIBRARY IVIANPO...,./ER: Education and Placement in North America" Detroit - June 26-27, 1970 Educe on forLibrariansh -PARAGUAY Fact Sheet prepared by Carmen Rovira Population 2,231,000 Capital: AsunciA Educational_Structure

Primary education, 6 years. Secondary education dividedin 2 cycles of 3 years each: the first is basic and 'common to all, the secondis divided into humanities, commercial, teacher training, and technical. Higher education. The two universities of thecountry are in the capital: the National University of Asuncion, and the Nuestra Sefiora dela Asuncidn Catholic University.

for_Librer ansh

For some years in the early 1960's the Paraguayan LibraryAssociation (ARIPAR) and the Paraguayan School of Public Administration offeredcourses, .with a 2-year curriculum, but they ,sere discontinued. No officialdegreesf re granted. A Libraiy Institute eras later organized at the School of Administrationof the Faculty of Economics at the National University, ,with 3 Americansas professors, and a course vvas given from April to December, 1968.Plans have been announced for the establishmentof a regular Library School at the University, to be organized byGaston Litton, University librarian. E& Comparison with other Professions No comparison is possible at this time. Institute on "INTERNATIONAL LIBRARY MANPOV.TR: Education and Placement in North America" Detroit - June 26 -27, 1970 Education for Librariansl-PERU Fact Sheet prepared by Carmen Rovira

Population 12 772,000 Capital: Lima ducationa l Structure

Elementary education, 6 years. Secondary education:basic cycle of 3 years, and second cycle of 2years with specialization. Higher education. The increase of higher educationin the last few years can be measured by the fact that in 1957 therewere 8 universities in the country, and in 1967 their number had reached 32, althoughsome of them are universities in name only. Many are public, some are private, and allare autonomous. Universities are organized into faculties, schools, institutes, sections', departments,etc., but without any uniform meaning of these terms. They awardthe degrees of Bachelor or Doctor, som times combined with professional degrees.The oldest and most important institution is the National University of San Marcos, in Lima. Education for Libra ianshi

Peru has a National Schoolf Librarians, created in 1943 mainly to train librarians for the National Library, being rebuilt at thattime after the fire. that destroyed it. An international faculty composed of several Americansand one Cuban librarian taught there for the first year. Graduates from thatfirst course took over the professional positions at the Library, and the teaching at the School. A secondarydegree plus an entrance examination are reouired for admission. Thecurriculum was expanded from one to two years, and in 1962 to 3 years, leading to the diploma of "Librarian".The Library School continued to be attached to the NationalLibrary, both under the same Director, but for some years there have been plansto raise it to full university level as part of a university. This has just been.donethe Library SchoL. has been_cl sed for a year and beginning in 1971 will start&tart functioning as partof he National University of San Marcos.

Brief Corn other Professions.. Peru has been the only country in Latin America wherelibrary educationwas totally outside the un vsity.However, the library school hada prestige of its o vn, especially during the firstyears, and the level of trainingwas generally high. With the incorporeti n to the Uersity it may be hoped thatit WL i1 become even better.

Bibliography_

Compilacion _de De retos referertes a la Eseuela Nacional de .Bibliotecariosdesde su creacion haste 1962 (Boletin de la BibliotecaNacionalLima, ono XVII,no. 28, 1963, p. 12-27) Cueto Fernandini, Carlos Problems de la educacion bibliotecaria.(Boletin de la BibliotecaNacional, Lima, arib XVII., no. 28, 1963,p. 3-7) Kilg-our, Raymond L.

Library school of hNational. Library of Peru.(Library Quarterly, 15:32 -48, Jan. 1945)

IvlacKee de IV_ urial, Nelly Veirite anas de existencia de la Escuela Nacionalde Bibliotecarios. (Boletinde la Biblioteca Nacional Lia, ano XVII, no. 28, 1963,p. 8-11) Ortiz de Zevallos,Carmen, and Nelly McKee

Alguna / . reflexiones sabre la fo cion ecaria en el Peru. (Boletin dela Asociacion Peruana de Biblioter05, no. 6, ago. 1960, p. 27-42) Institute on 'INTERNATIONAL LIBRARY MANPOV ER: Eduction and Placement in North America" F'trolt - Jun25-27, 1970

Eduction for LibiaDship-PHILIPPINES Fact Sheet prepared by Raynard Swank

Educational Structure

College and university education is both public andprivate, many of the private institutions being operated -or profit.

Follows in general the U.S. pattern. Fouryear college programs leading to a bachelor's degree, after 12years of elementary and secondary education.

Graduate programs now being developed in the betterinstitutions, notably the University of the Philippines.Large numbers of faculty now being educated at doctoral

level in the U.S. and elsewhere.Library resources for research have been greatly expanded at the UP in recent years.

Education for Librarian_ pii-

formal library education began at the University of thePhilippines as early as

1914

Undergraduate majors in librarianshipare now ffered by some 17 schoolsnotably by the UP, , Universityof the East, and Santo Tomas University.

Graduate programs are offered by the UP (since 1961) andSanto Tomas. From 1916-59 the UP graduated 212 studentsas undergraduate majors; 53 received the professional degree of B.S.L.S.; and 72 studiedlibrary science as a minor subject. In 196970 a total of 138 studentswere enrolled in the library school at UP--90 in the graduate program, 24 in the undergraduateprogram, and 24 in special programs, Admission to the graduate program at UP requiresthe bachelor's degree in arts or sciences. Undergraduate subject specialization doesnot need to be in library science. Requirements at UP for theM.L.S. degree are 30semester hours of forma l courses -- le to 24 in libraryscience and the rest incognate subjectsand six se hours for thesis researchand writing. Also requiredare an academic year of residence, a reading knowledge ofone modern foreign language,and a comprehensive written and oralexamination on allcourse work in the student'sarea. The UP library school staff in 1966 includedfour full-time and t-o part-time faculty, and three student assistants.Its special library containedabout 5,000 volumes and a children's collection. The school islocated on the third floor ofthe maim library building.

Many library school teachersin the Philippinesare graduates of American library schools, a few with doctorates . The curricula in generalfollow the American model, although efforts are beingmade to modify thecurricula along indigenouslinesthat is, to Filipinize library education.

Bibliography Damaso, Consuelo. "Education for Librarianshipin the Philippines," inGeorge S. Bonn (e d.), Librer Education and Traininn Levelo-ino Countries (East-V est Center Press, 1966),96 -104. Damaso 'C nsuelo. "Library Education in thePhilippines," Journal -of Educe Librarianship, Vol. 6, #4 (Spring1966), 311-17, Kasar, David, et al Libra reveloent in Ei ht Asian Countries(Metuchen, N.J. The Scarecrow Press, Inc.,1969), 65-71.

Mercado, Filo ena C., "ABibliography on PhilippineLibraries and Librarianship, Philippine Library Association, Bulletin Vol. 1 (new series),4). 1 (March 1965),55-57.

Sanchez, Concordia."Reconciling Library Educationwith Applied Librarianship, in Gorgonio D Siege andEliseo P.. Banes (eds.), Librarianship3 Profession in the Phil! nes.(Durnaguete City, Stillman Library, 1969), 21-28. University Verzo a, Natividad P. "The Education ofLibrarians at the University of thePhilippines, 1914-1959,"ournal of Ph' sine Librarianship, Vol. 1, 4;2 1-6. (Sept,1968) University of the Philippines, Institute of Library ScienceNewsletter, Vol. 1, 4:1 (Nov. 13)--clate. Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Education for Librariansiip-SAUrI ARABIA (Incomplete) BACKGROUND INFORMATION

Population 6,990,000

2. Compulsory Education 6-12

Duration 6

Entrance Age 6

School Enrollment Ratios

Unadjusted School Enrollment Ratios:

A. First Level. 15

B. Second Level 5

C .First and Second Levels 12

Adjusted School Enrollment Ratios:

First and Second Levels 15

Education at Third Level (1966)

A. Teaching Staff 286 B. Students 1,893 Number of students per 100,000 inhabitants 28

7.Libraries (1964) Volumes

A.National 1 20,000

B.University 10 100,000

C.School 371 190,000

D.Special 15 46,000

E.Public 13 71,000

UNESCO Statistical rbook 1968. I ris, 1969 Addonal Informaon

A four-month training program for librarians has beenestablished by the Institute of Public Administration in Rizadh.It is designed to trainassistant lib arians.

A Eirectorate-General for Libraries exists InthA /7inist:7 of Education,Its main functions are to encourage the development ofpublic and schoollibraries end to maiintain and improvestandards.

Persons intending to studylibrary science mustcomplete their high school career and gain the high school general certificate, whichentitles them to enter a university orpursue higher studies

The Ministry holdssummer institutes in libraryscience in which special emphasis is placed on practical work. Theserun.for periods of twoor three months and consist of three main courses: history oflibraries, general libraryscience, cataloguing and classification. The Ministry may alsosend some of it staffto attend summer institutes in other Arab countries.Selected studentsmay be sent to overseas library schools togain their master'sor doctor's degrees.. Salaries paid to librarians are based on eualifications andexperience; libra, rians in government serviceare paid on the same scaleas other government officials with equal responsibility and equivalent professionalbackground. Article by Francis L.Kent

Taken from UnescoBulletin for I ibrares: Institute on "INTERNATIONAL LISRARYMANPOWER: Education and Placementin North America" Detroit y Tune 26-271970

Education for Liba -h_ -SUDAN (Incomplete) BACKGROUND INFORIVLATION

Population 14,355,000 2. Compulsory Education

Duration

4. Entrance Age 7

School Enrollment Ratios

Unadjusted School EnrollmentRatios:

A. First Level 13

B. Second Level 7 C. First and Second Levels

Adjusted School r 1 ent Ratios:

First and Second Levels 14

6. Education at Third Level (1965)

A. Teaching Staff 737

Students 7,703

C. Number of studentsper 100,000 inhabitants 57

Libraries (1960) Volumes A, National

B. University 3 107,000

C. School 350 183 000 D. Special 12 40,000

E.Public 16 65,000

UNESCO Statistical Yearbook 1968.Paris, 1969 -2-

Additionsnr_ ati n

The Department of Archives 6: Librarianship ofthe Islamic Univ. of Omdurman offer in 1970, for the firsttime, a comniete degree program. Since 1967 threeof the professors at Cairo University Departmentof Librarianship and Archives have beQn helping to develope the Omdurmanalong the Egyptian experience. Institute an "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in NorthAmerica" Detroit - June 26-27, 1970 Education for Librarlanship-SYRIA(Incomp

BACKGROUND INFORMATION

Population 5,652,000

2. Compulsory Education 6-12

3. Duration 6 4. Entrance Age

School Enrollment Ratios

Unadjusted School Enrollment Ratios:

A. First Level 45

B. Second Level 38

C First and Second Levels 43

Adjusted School EnrollmentRatios:

First and Second Levels 54

6. Education at Third Level (1966)

A .Teaching Staff 827

Students 31, 938

Number of studentsper 100,000 inhabitants 590 7. Libraries (1966) Volumes A. National

B.University 2 90,000 School

D.Special 000

E.Public 29 288,000

UN CO Sta Yearbook 1968.Paris, 1969 -2-

Additional information There are no training facilities in Sy but the IVinistry of Educationgil.7os holarships to candidates holding the baccalauret, 2-eme part' ,for studying library science in other Arab States or overseas.In order to meet itsoven needsit also sends candidates holdinguniversity degrees to study outsideSyria for the master's degree

the doctorate. It is considered that the holderof the baccalaur6at, 2rnepartie, will need four years' further study to reach the bachelor'slevel and five to reach the stet's. A person holdinga degree in library science or documentation will entergovernment service at a grade ec,u valent to that given topersons holding similar degrees inother fields such as scienceor literature.Qualified librariansare treated like all other government emrloyees inrespect of promotion, Indemnity andretirement.

Taken from Unesco Bulletinfor Libraries Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America Detroit - June 26-27, 1970

Education for Librarianship -- TAIWAN (FORMOSA) Fact Sheet prepared by David K. Berninghausen

Ab t ninety miles off the southeast coast of China is the islard known as Taiwan by Chinese-speaking people. Under Japanese control from 1895 to 1945, the impact of a Japanese educational system is still apparent. Although libraries are not flourishing, most Americans who visit Tai an are astonished to find that this island's agriculture, business and industry, and education are far =_ head of all other Asian countries except Japan. From my own observations in 1962-1963, as a visiting professor, it is clear that some of the very most intelligent yourpeople in Taiwan choose to study library science. Unfortunately, although their services are badly needed in Taiwan, very few positions for people with high abilities are available. In a survey of 1964 Mr. Yung-hsiang Lai of National Taiwan University found that the total number of library workers was estimated at 1,200 or more, of whom only 13 had received graduate professional training, 73 had followed an undergraduate library science

major program, and 266 had taken part in workshops.He also found that between 1949 and 1964, 419 Chinese students had been graduated from 44 American library schools and that

153 snore would be graduated in 1964-1966.(In 1961 there were 36 Taiwanese in American

library schools; 102 in 1962, 173 in 1963, 188 in 1964166 in 1966). Dr. Tsien of the University of Chicago has described the problem of finding competent scholars of classical Chinese to act as curators of Far Eastern collections in America. -He indicated that few of the Chinese who enter American graduate library schools have the necessary qualifications of 1)reading both modern and classical texts, and in the correct use of its romanization; 2)a good background in the literature, history, and culture of the area; 3) competence in technical procedures for erican libraries in general and for Asian collections in particular.Professor Lai thinks there is hope of meeting this need by a proposed graduate library institute allowing studentsto co -bine oriental studies with

professional library education, which wouldbe departure from the usual pattern in Taiwan education today.

As in law and medicine, up to9 present ti---_e, professional library education has been at the undergraduate level. However, Dr. ChiangFu-tsung, Director of the National Museum, and ProfessLai see a growing tendency to regard as fully professional only

those occupations which require graduate study. A graduate library"institute" program will provide t is.

At present, two universities, the National Taiwan Universityand the Taiwan Normal University, both in Taipei, provide comprehensive library educationat the undergraduate level. At the World College of Journalism there isa junior college program and also an evening extension pr ogram to providr junior liby staff.

Berninghausen, David K. Library ," China Today, February, 1963, pp. 26-30.

Lai, Yung-hsiang."Present Scene of Library Taiwan), in ]library Education and Traininc Countries, (edited by George S. Bonn, Honolulu, Hawaii, East-West Center Press, 1966, pp. 51-64.

Tsien, Tsuen-hsuin.East Asian Collections in America, " Library Cu rtery, October, 1954, pp. 250-32.

Tsien, Tsuen-hsuin."Present Status and Personnel Needs of Far Eastern Collections in America, (IVIultigraphed, Sept. 1, 1964) Institute on "INTERNATIONAL LIBRARY 1VIA1\TPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Education fLibrarianshi. -- THAILAND Fact Sheet prepared by Margaret I. Rufsvold

Educational Structure

The Royal Thai Government in Bangkokiresponsible for and consistently spends over seventeen per cent of total government expenditureson educa- tionone of the highest percentages in South and Eastia.Since 1921, education has been compulsory for all children ages seven to fourteenyears. On October 1, 1965, the administrative responsibility for elementaryeducation (grades 1-7) 1/1.ras transferred from the 'Ministry ofEducation to the Ministry of interior. The Ministry of Education continues to be responsible for professionalaspects of elementary education and has total responsibility for secodart' education (lower, grades 1-3;upper, grades 4-5), vocational education, physical edution, adult education, fine arts and religious educe- tion, teacher training and the development of educational materials.

*This report is based upon the author's experiencein Thailand in 1955-56 and in 1964; information from the articles cited in the attachedbibliography and the catalogs of and the collegeof Education; information gathered by Professor

Haynes McMullen in Bangkok in December 1969;and conversations with Dr. Bhuntin Attagara, Director of Teacher Training, Ministryof Education and Dr. Bueres Karnthong,

Rector of Chiengmal University, during their visitto Indiana University on April 21, 1970. -2- The National Education Council, established in 1959,serves as the coordinatingagency for education at all levels and is, in asense, the chief central authority forall Thai uni- versities, each of which hasits own university council,chaired by the Prime iviinister. Institutions of higher education in Thailand are: ChulalongkornUniversity, Tharnmasat University, Kasetsert University of Agricultural Sciencesand Home Economics, theUni- versity of Fine Arts, the University of Medical Science, SEATOGraduate School of Engineer- ing, and the College ofEducationall located in Bangkok.Since 1964, three egional

universities have beenestablished. at Chiengmai (north),Khan Keen (northeast), and Songkla (south). The College of Education, FrasernIVIitr, established under the Mini of Education in 1954,now has sevenbrandes and trainsninety-five per cent of the teachers of Thailand at all levels.

Education for Librarianshipin Institutions of Nigher Education

The first formal library educationin Thailand began atChulalongkorn University in 1951-52 when Mrs. FrancesLander Spain, a Fulbright lecturer,offered three basic libra science courses. By 1955 thisprogram had been increased to sixcourses which were reorganized into a departmentof library science in the Facultyof Arts. Presently there are three curricula: one leadingto the bachelor's degree in libraryscience, one leading to a diploma, bothin the Faculty of Arts, andone established in 1964 leading to the master of arts degree in theGraduate School.

Thammasat University establishedan undertjraduate program in the Faculty of Arts in 1964, leading to thedegree bachelor of arts in libraryscience.

The College of Education,Prasarn Mitr, offers two postgraduateprograms: the Specialist Program establishedin 1965 (one year of work followingthe bachelor's degr and the Master's Progra started in 1967 (two years of work).Most graduates of these p ogre are employed in teacher trainingcolleges; there are twenty-seven ofthese in

ThAi1 tlel aiv,e4111r4 "Z . z The University of Chiengmai now occupies a new central litiary building and is

reported to be offering undergraduate courses in library science this year.

V. the exception of Them as t University which has a core of full-time faculty members, instruction in library education programs in Thailand is given by librarians who are part-time lecturers. The head librarians who direct the programs and a majority of those engaged in teaching hold degrees from American library schools. Therefore, the programs taken by Thai students are very similar to American programs, except for the addition of Thai cataloging and literature and the absence of library automation and information science.

Brief Comparison with Other Professions_ Librarians in colleges any universities are obliged to teach pert -time in order to qualify for lecturer status, salary, and promotion opportunities. School librarians ere

recognized as full members of the faculty with the same status as that of teachersv.,ith ectuivalent training and experience, and are not recuir-d to teach in order to c u lify for

promotion and salary increases.professional recognition has not been given to personnel in public libraries, and it is, therefore, difficult to recruit for these libraries .Most .public library employees have received their training through workshops, conferences, and in- service programs conducted by the Thai Library Association under the auspices of the Ministry of Education. The status of special librarians varies, but is generally cuite high for those persons with degrees from abroad. Among these, the director of the National Library and the director of library services at the National Institute for Development

-.Administration (the only Thai librarian with a Ph.D. degree from an American library

school) rank among the highest government officials. -4- Bibliography

Ambhanwong, Suthilak, "Education for Librarianship inThailand," Journal of Education for Librarianship 6:289-295, Spring, 1966.

Barnet, Stanley A., and others, Developmental BookActivities and Nheds in Thailand, ,Washington, E. C.,' Agency for International Development, August, 1967.

Bixler, Paul, "Southeast Asia: a Partial Report,"Leads 10 :1 -13, September, 1967.

Gelfand, Morris A., The ivational Library, andLibrary Deve 0 ment and Train- ir_a in Thailand, Bangkok, Thailand, LTnesco, 1962.

Kaser, David, and others, Library Development ii Eight AsianCountries, Metuchen, N. J., Scarecrow Press, 1969.

Prabbave-Vodhana, Chun, "Documentation in Thailand,"Llnesco Bulletin Libraries 21:207-209, July-August, 1967,

Reynolds, C. F., "Libraries in Thailand, PentsyLvania Library Association Bulletin 24:119-24, May, 1969.

Rufsvold, Margaret I., and Mildred H. Lowell,"Developing'Libraries for Higher Education in Thailand," ALA Bulletin 54:833-843,November, 1960. Spain, Frances L., "Library Development in Thailand,1951-65," Unesco Bulletin for Libraries 20:117-125, May-June,1966. Institute on "INTERNATIONAL LIBRARY MANPOv- ER: Education and Placement in NorthAmerica" Detroit - June 2627, 1970

Education for Librarianshi TUMSLA (Incompletz BACKGROUND INFORMATION

1.Population 4,560,000

Compulsory Education 6-15

Duration 6

Entrance Age 6

School Enrollment Ratios

Unadjusted School Enrollment Ratios:

A.First Level 61

B.Second Level 25 C.First and Second Levels

Adjusted School EnrollmentRatios:

First and Second Levels 64

Education at Third Level (1966)

A. Teaching Staff 286

B.Students 5,903

C. Number of studentsper 100,000 inhabitants 132

Libraries (1966) Volumes_ A. National 1 650,000

B.University 16 52,000 C. School

D. Special 1.6

E.Public 139 300, 000

UNESCO Statistical Yearb ok1968.Paris, 1969 Additional Information

A Tunisian Association of Documentalists,Librarians and Archivists was

officially established in January 1966 with the aims oflinking al3 persons engaged in the three branches of the professions, defendingtheir professional interests,

promoting training of personnel and the study of technicaldevelopments, and collaborating with international organizations. The firstissue of the quarterly

bulletin of the Association was for January-March,1966.This brings to fruition earlier attempts to found a Tunisian Library Associationwhich were only partially successful.

A course in documentation was held in the Frenchlanguage at the Institut Ali Bach Hamba, Tunis, from September 1955to February 1966, including classes in document analysis, punched cards and automation,systems of classification, and organization of a documentation centre.

Taken froUnesco Bulletin for Libraries: Institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in NorthAmerica" Detroit - June 26-27, 1970

Education for Librarianship- TURKEY Fact Sheet prepared by Dr. OsmanErsoy

Education-Structure

Information on the structure of the Turkisheducation system is given in the attacheddiagram. A. Primary iscompulsorycom for children between theages of 7 and 14. B. Lycee education gives a general culturalbackground to prepare the students for higher education.

C -There are eight universities in Turkey.Undergraduate education in most of the faculties

is for four years but in some disciplines,such as medicine and engineering, itmay be as much as six years. Only two univaities, I-lac -ttepe and M.E.T.U. have graduate level courses. Some faculties of theolder universities are now considering graduate courses .One example is A-nkara University,Faculty of Letters.

ducation for Librarians hi

There are two Chairs which offer educationin librarianship in Turkey, namely Ankara University, Faculty of Letters, Chair ofLibrary Science and Istanbul University, Faculty of Liter tura, Chair of Library Science.These are both four-year undergraduatecourses following Lycee graduation. Graduatesreceive a Lisans Diploma which is equivalentto a Bachelor Degree in the U.S.A. Hacettep-,University is now planning to start a Library School at graduate level. -2- omprirlsonwith Other Professions

Librarianship is a comparatively young profession in Turkey. As thetwo library schools mentioned above cannot produce enough graduatesto fill the positions available, a large number of untrained librarians are employed. Unlike the medical, legal and engineering professio s, there is ro lay, to prevent th) Librarianship ranks on about the same level as teaching in Turkey but unlike teachers, librarians can select their place of work. Yr Leary &Chola* Lower Se condary Schools Mild* titan .cttoala

4 icedem Tailors - Fthe A.

ing 1Rilldin Traders Trades

Applied

Text 1 le Trades

Boys lioyo Technical voca- Teucner H

CD

Trade

Techilies1

Chemical' Trade Ecgimeerie4 Vhivisraity

Econom ice Girl s 0 ir o And Vooat1on1 Voce- Con:mired

COO. wrc lel ranchero Lower higher lecorider7 oecoodaly arc lel Commrcial F:duce- t I ou idea 1tlit.;71

Normal School Ilc he 01 II :miler Teaches

leer r.eun do ry School e tin is a rutty .

Ut):16r; DII 161: eAfiql 106V LJUVOLidJ6t: Institute on "IPTERNATIONAL LIBRARYMANPOWER: .Education and Placementin North America" Detroit - une 26-27,1970 ELtkibrarja AR-U.A .R =plate) BA l_c_SCIBLATION

I.Population 3 ©,9©7,00©

Compulsory Education 6,8-12,15

Duration 6 4. Entrance Age

School Enrollment Ratios

Unadjusted School EnrollmentRatios:

First Level 46

Second Level 34

C_ First and Second Levels

Adjusted School EnrollmentRatios:

First and Second Levels 53

Education at Third Level (1966) A. Teaching Staff

Students 179,100

C. Number of studentsp 100,000 inhabitants 594 7. Libraries (1965) Volumes

A. National 569,000 B. University 90 ,542,000

C. School 1,024 578,000

D. Special 138 690,000

E. Public 93 708,000

UNESCO Statistical Yearbook 1 6 Paris, 969 -2-

Additional Infora ion

The Department of Archives and Librarianshipat the Univers f Cairo has revised its program providing forone year of general undergranduate work followed by a three-year libraryscience program leading to a B.A. degree. The B.A. degree in any field qualifies thegraduate to apply for the master's and doctoral programs in the tepartment.

A.L.A. International Relations Office.Libraries in Intern°nal Develo April 1970.

Information compiled by an Egyptian member of thelibrary staff of the American University in Cairo shows that a few additionalcourses in Arab politics have been included,and also, in the first threeyears, courses on documentation. For the master's degree (M.L.S.)a minimum grade of 'good' in the B.A. degree in library

science is required, together with a year's satisfactorygraduate course work, a thesis, and an examinationon material related to the thesis. For the Ph.D.in library science, a candidate must have a ranking of 'good' in hiswork tation orally, Sbarify's criticism of this curriculum- to. the effectthat library administration, work in school and children's libraries, andsome aspects of palaeography, archives and the like- still seems to be valid, though thereare historical reasons for some of the apparently curious features which have been the subjectof criticisms.

Nevertheless, at the time of writing this is the only schoolin the region, and resolution 3.1 of the Cairo seminar of 1962has not ceased to apply Primarily to it. Professional training and methods

3.1 Member States and Unesco are requestedto develop professional training by:

Giving all possible support to library education institutesin the Arab States and especially to the Department of librarianship and Archives -3-

Cairo University, this beingat present the only school oflibrarianship in the

region, in developing a graduatediploma or master'sprogramme open to holders of bachelor's degrees from allthe Arab States. . Developing national training fabilitics, courses, in-service training and pilotlibrary schools.

Endouraging the preparaticn (:):translation of basic guides andtextbooks, technical

manuals and other professionalpublications.

Providing for missions abroad,fellowships and exchangesof personnel- The National Infotation and Documentation Centre,Dokki, Cairo, offers COUrSe- in English and French ofthree to four weeks' durationon the organization and operation of riocuinentationcentres, with special attentionto classification theory, computerapplications and modern documentationtechniques. Prerequisites of admission are a university degree, experiencein documentation work, and knowledge of English or French. No diploma is awarded. Someof these courses are held in collaborationwith Unesco,

The Documentation andP,e- .arch Centre Education in Cairo, with Unesco

assistance, plans to hold a trainingcourse for educational docurnentalistsfrom Arab countries in 1967/68.

Courses and in- service trainingprogrammes have also been regularly held by the Arab States TrainingCeram for Education for CommunityDevelopment at Sirs -el Layyan (formerly knownas the Arab States Fundamental. EducationCentre), which has in addition conducted library demonstration projectsand produced a number of textbooks in librarianshipin the Arabic language.

Much attention has been paidnot only to the training of librarians forchools but also to the proper use of school libraries. The Cairolibrary periodical 'Ala 1-

Maktabat (Library world) publishedin its issue for May-June, 1961 (vol no.3 the first instalment of a simplified librarytraining course for students withthe subtitle 'How to findyour Jay through your schoollibrary'. This periodicalhas also rendered valuable service bypublishing from e to time large sections of the Dewey classificationin Arabic. In the -sue just mentioned there alsoappeared (p. -5) an English -Arabid list of technical terms used in descriptivecataloguing and recommended for general use inthe Arab world. Thiswas corn piled by the Lebanese librarians F. Abu Haider X. Dagherand F. Rizk, and submittedby the two first-named to the International Conferenceon Cataloguing PrinciplesIn Paris in October 1961, where, as also in the Cairo Unescoseminar of 1962, it attracted considerable attention. Activities of this kind,though net directlyconcerned with professional trainingper se are nevertheless of greatassistance in buildingup a professional milieu in a region where there arefew teachers of libraryscience and almost no textbooksof authority or value. 'Alain1-Maktabat, founded in1958, _retrains the only professional periodical in the entireregion. This fact,together with the existenceof an active library association and library school,helps to explain the pre-eminenceof the United Arab Republic in library developmentand professional status in theArab world. The United Arab Republic is still the onlyArab State possessinga well-estab- lished library association (1946) and afully-developed library school(1951). The history of what is now the Department ofLibrarianship and Archivesin the Faculty of Arts of the Universityof Cairo has been admirably written by Sharifyand need not be repeated here. It offers a four--ysEr course leading to a B.A.in library science, after which a further year's study isnecessary for the M.A. and twomore for the Ph. D. Herby and Fahmylist the B.A. courses as in 1962 and there hasbeen little substantial change since then: detailsof these coursesare shown in the table on the following page. Article by FrancisL. Kent Pm Ern r TT-- INSTITUTE ON

INTERNATIONAL LIBRARY MANPOM

EDUCATION AID PIACEMENT IN NORTH AYDIRICA

DETROIT, June 26-27, 1970,

EDUCATION FOR LIBRARIANSHIP UNITED haNGDOM

Fact Sheet prepared by

Frank N. Hogg Principal College of Librarianship Wales Visiting Internrtional Professor 1969 - 70 Graduate School of Library and Information Sciences University of Pittsburgh THE I M) KINGDOM ( taint

LOCATION

An island country off the northwest coast of Europe, the UnitedKingdom lies between the Atlantic Ocean and the North Sea.It includes Great -BrEtair.'(England, Scotland, Wales ); the northernpart of Ireland, and'. /various small islands. SIZE AND POPULATION

The United Kingdom has a total land area of approxiniately 94,200square miles, which is appraximately the size of Oregon.England is somewhat smaller than.Illinois; Scotland about the size of Maine; Walesthe size of New Jersey; Northern Ireland a little larger than Connecticut. Of the total population of c55 million, four-fifths livein England -- a land with many more people per square mile than the U. S.Scotland has e5.3 million people, but most of them are concentratedin a small coastal and urban belt.

CAPITAL CITY London, on the Thames River, is the country's largest urbancenter, the population of the London metropolitan area (including suburbs)contains at least 14 million people.London is famous for many buildings symbol- izing British history and tradition, e.g.Westminster Abbey, the Tower of London, the Houses of Parliament.Modern urban transportation facil- ities include trolley buses and subway (which the British call "the underground")

OTHER MAJOR CITIES

In England, pirmin-iglm, Kanchester. Sheffield, Leeds, and Bristolare big manufacturing cities.The shipping center of Liverpoolis on England's west coast; the shipbuilding and coal port of Newcon-Tne is up on the east coast.In Scotland, the two key cities are Glasgow in the west, with over one million people; EdiniburaLi in theeast, is the his- toric Scottish capital.In Wales, the largest city is the portof Cardiff. In Northern Ireland, Belfast is the major city and capital. 2

LANGUAGE

English is the common tongue of all peop1,-J, though a number of the Irish, Scots, and Welsh are bilingual in Irish/English, Gaelic/English,or Welsh English.

I :LITERACY

There is almost no illiteracy.

EDUCATION

The educational system combines some centralized direction with much local responsibility. Schooling is compulsory throughout the U.K. from 5- 15 years of age. This is expected to change to 5- 16 years of age soon. Many children stay on, especially in the grammar schools until they reach 18 years of age. Englands' famous independent boarding schools arerela- tively few in number; the vast-majority of children attend schoolssup- ported by local authorities. Generally children attend Primary School from 5- 11 years of age and then Secondary School. The system of second- ary education is in the process of change and the previously established tripartite secondary system of grammar schools, technical schools and secondary modern schools, isbeing reorganized in some areas to form comprehensive schools.

}TIMER EDUCATION

University education in Britain is of a very high standard and although in recent years several new Universities have been established and older Universities greatly enlarged, places are stillvery limited. In total there are now about 50 Universities and the Government has recently designated about 30 other major higher educational establishments called Polytechnics. Generally speaking, the polytechnics have been formed in an area by amalgamating several important local colleges,

The Universities offer courses for undergraduates and post graduates and award degrees to successful students. Degrees range from baccalaureate to doctoral. The Polytechnics generally are now offering many courses, but especially of a vocational nature, which lead to degreesof the Council for National Academic Awards.C.N.A.A, established 1901) EDUCATIONFC- La _IAnsinp

In recent years many changes in the methodof pieparation have taken I place and the process of change is stillcontinuing.

Prior to 29 the vast majority of studentsprepared by part tulle methods to take the centrally set andcontrolled :examinations Of the British Library Association.

Most students now take full timecourses at library schools.

Courses and course lengths now el ifferdepending on the School attended and qualification sought. A list ofschools with courses andcourse length is appended.

Also, until very recently, the vast majority of students enteredschool- of librarianship after leavinggrammar school,- i.e. at age 18or 19, and attended a 2-year full time course in Librarianship leading tothe Library Association examinations, Aftersuccessfully completing these exams and then serving a further 2-yearsin an approved library the student is eligible for election to theregister of chartered librarians and to the letters A. L. A. (Associateof the Library Association)

Some ' the better students might thensubmit a proposal fora fellowship thesis. If the proposal were accepted13or 4 years is allowed for the necessary reearch and preparationand successful candidates wouldthen be elected to be Fellows of the LibraryAssociation. (F.L.A.)

This pattern is changing and "first degrees"(baccalaureate)may now be taken at three Universities: Loughborough, (England), Strathclyde, (Scotland), and at theUniversity ofWales,Aberystwyth; and five Poly- technics.

Postgraduate diplomas and higher degrees (bycourse and _hes also being offered.

A mature entry scheme, primarilyintended for well qualified graduates,. wishing to qualify as Associatesof the Library Association accepted by the profession in 1969.

The professional accolade in Britain,regardless of method of preparation or course or examinations completed, is stilllikely to be the award ofan A.L.A. The highest professional qualificationis the Fellowshic (F.L.A.) With this in mind Universitiesand Polytechnics offeringcourses leading to degrees or other qualifications in librarianship, very sensiblystrive to reach standards which gainacceptance and the "accreditation" ofthe Library Association, and throughthis to gain the respect of theprofession at large. EDUCATION FOR LIBI1AR IADSH IP IN 1ITIT= D KINGDOM B APPENDIX COU S AVAILABLE IN LIBRARY SCH0OLS

A . L. A . C. N . A .A . P . G . UNTaR S IT Y UNIV. MASTERS AND DEGREE A . L .A. DEGREE Fr. G. HIGHER DEGR EE DIPLOMA ABERDEEN

1

A BERYSTWYTH * -x-

BELFAST

, BIRMING__ -x _ BRIGHTON * --

LEEDS

R POO LL

LONDON

CITY UNIV V. EA I YG A * ),T. . PoLy. * * UNIV .COLLEGE

LOUGHBOROUGH *-

MANCHESTER NEWCA ST LE * _ HE 1,' LD

STRATHCL EDUCATION OR LIBRARIANSHIP INTHE ITED FINGDOM {BRITAIN) APPENDIX 2

LENGTH OF. COURSES AT PRESENTAVAILABLE

TERMS YEARS

2 'A.L.A. 6 or T 21.4

DEGREE 4

1- P.O. A.L.A. or 4 1+

P.G. UNIV. DIPLOMA 1-

MASTERS COURSE 1 MASTERS AND HIGHER DEGREES BY THESIS 1 to

F.L.A. BY THESIS 3 to 4

MATURE REGISTRATION SELECT MEMO Y

1. DEPARTI+ENT OF EDUCATION AND A report __the stronland trains SCIENCE (U.K.) ns. by the Library Advisory council (England) and tl-'e Library Ad- visory CouncilWales ,London, 1968. HARRISON, J.C. Education for Librarianship abroad; United Kingdom. Library Trends, 12October, 1963, 123-14:: HOGG, F.N. Library Education and Research in Librarian- ship in Great Britain.Libri, 19: no 3, 1969, 191-203. 4. LILY ASSOCIATION K.) Report of the Library Association Sub- committee on internal and external ex- arcing.Library Association Record, 66, March, 19641 116-119. institute on "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America' DetroitJune 26-27, 1970

Education for Librarianship- URUGUAY Fact Sheet prepared by Carmen Rovira

Population 2,818,000 Capital: Montevideo Educational Structure

Primary education, 6 years; secondaryeducation, 4 years of general studies common to all, plus 2 years of "preparat-y courses" to begin training students for a particular university career,e.g., law, medicine, engineering, etc. Higher education. Only one universityin the country, the University of the Republic, with 10 Faculties (Agronomy,Architecture, Economics and Administration,

Law and Social Science, Humanities andSciences, Engineering, Medicine, Odontology, Chemistry and Pharmacy, Veterinary Medicine),and 4 Schools depending directly from the University Council (Librarianship andRelated Sciences, Social Service, National Conservatory of Music, National School ofFine Arts). The lenght of study varies from 3 to 6 years at the Faculties, and 3to 4 years at the Schools. All the Faculties grant professional degrees except for Humanities andSciences, which grants a "Licenciatura" Educeion for Lib arianss

The only library school in the countrywas created in 1943 under the name of

School of Library Techniques by theUruguayan Engineers' Association.In 1945 itas incorporated to the University of the Republic,as part of its Faculty of Economics and

Administration, with a 2-year curriculum. In 1964 theo urriculum wes extended to 3 years, the School ceased to be a part of the Faculty andwas named University School of Library Techniques (Bibliotec In 1967, reflecting the changes incourse contents, the school was renamed University Schoolof Librarianship and Related Sciences. Entrance requirements are completion of the full secondary cycle (6 years)or a teacher's diploma, or "Licenciat a" from Humanities and Sciences. Graduationrequirements include a Brief Comparison with otherProfessions It is difficult to set standards for comparison with otherprofessions.In the hierarchy of university professions librarianshipstands at the second level.The same c...n be said with regard to salaries . It has as prestige higher thanthe teachers. Compared with other new university professions (nursing, social work)it would seem that librarians have a social status slightly above them.(Resumed fromsome comments on the subject written by the Library School in 1962, for a surveymade by the Library Schoolat Medellin, Colombia)

Bibliography_ Ziegler, de Cabrera/ Nylia Evolucion y estado actual de laense_.anza bibliotec-lugica en elUruguay. (Artigas7Washington, Boletin dela Biblioteca Artigas-1Aiashington,Montevideo, 2a. epoca, vol. 1, 1969, p. 14618) Institute on NTERNATIONAL LIBRARY MANPO\ ER: Education and Placementin North America" retroItJune 26-27, 1970

Education for Librarianship-VENEZUELA Fact Sheet prepared by CarmenRovira

Population 9,606,000 Capital: Caracas Educationa l Structure

Primary education, 6years. Secondery education divided intocycles: a common, basic cycle of 3 years, anda second cycle of 2 years for those preparingto enter the university, with specialization eitherin sciences or the humanities. Higher education. The country has 5national universities and 2 private universitiesThey are coordinated througha National Council of Universities, but

each university is autonomous.The largest and most important is theCentral University of Venezuela, in Caracas,It has 11 Faculties, and each is dividedinto Schools, Institutes, and Sections. Education for Libreianshi

The School of Librarianship andArchives was created in 1948 aspart of the Faculty of Humanities and Education at the Central University of Venezuela.The School offers the degrees of "Licenciado" inLibrary Science or in Archives Managementafter four years of study. The first two yearsare common to both specialties, but in the third and fourth year the subjectmatter is different. A secondary school diplomaof Bachelor in Sciences or Humanities is reduiredfor admission. This curriculum has beenin existence since 1962; the School beganwith a two -year course of studies, laterexpanded to three years, and up to 1962 completionof only the basic cycle of secondary education (3 ye vas required for admission. The degrees then awardedwere Techinician in Librarianship or Archives. The School is contemplating the organizationof graduate studies in librarianship and archives withinthe next few years. -2-

The University of , Iniviaracaibo, has for the last fewyears offered courses in library science toa short number of students, mainlyfor its own library staff Brief Coa isonith other Professions

The status of the educationfor librarianship in Venezuelaseems to be bett established than inmany other countries, and thereseems to be no doubt about its being a university profession, buton a lower level than the traditionalprofessions such as law, medicine, e, engineering,etc.

Bibliography / . _/ Organizacion y estructuracion de laEsouela de Bibliotec nomiay Archivos. Anuario 1965. Escuela de Biblioteconomy Archivos, Facultad de Humanidadesy

Educacion, Universiclad Centralde Venezuela. Caracas. p227-244) Institut6 "INTERNATIONAL LIBRARY'VIA NPOV ER: Education and Placementin North America" DetroitJune 26-27, 1970

Education for Librariansh-VIET NAM Fact Sheet prepared byMartha Boaz

Educe tiona I Structure Some general statistics for illiteracy in Vieta according to the 1966Information Please Almanac are estimated to be 35.5per cent."Only 5 per cent of thestudents in South Viet Nam attended secondary schools.A shortage of qualifiedteachers and facilities deprive children of the chance to receivean education" says VernonR. Alden, President of Ohio University inPacific Stars and Stripes, Sat. Nov. 12, 1966. Higher education in Viet Nam has two major failings.The fir that the proportion of graduates in all professional fields is fartoo low for the country'sneeds, especially in the fields of science and technology; thesecond is that the qualityof academic achievement leaves much to be desired. The colleges offerinstruction of very unevenquality. A large number of them are crowded and inadequately staffedby teachers who havehad little opportunity or incentiveto carry on personal studyor research. In the present limited financial framework, itis impossible to build all ofthe colleges and universities which the country needsPerhaps the best institutionsshould be selected, upgraded, helped to build up their facilities.Libraries in all of them needto be expanded and improved.

and V'qeaknesses inLibraries and The ouality of education is low and the provisionof library facilities entirelyinadeduate. 2.Librarians and teachers are ill prepared for their Nork.Many of the primary teachers have no training. Thar-is no school whichtrains librarians. Many university departmentre mere skeletons. The physical surroundingsare uncomfortable. 5. Eouipment is almost totallylacking. Such facilities and ecuipment as exist are not well used. 6. Teachers and librariansare poorly paid and have to eke out theirscanty earnings by additional work 7. Teachers and librarians have littleopportunity to build up professionalcompetence or to develop professional pride.

There are no real professionalassociations to which theymay belong, through which they might share the professionalskills and concerns of theircolleagues. 9.There are almost rtoinstitutes, refresher_urses, or other opportunities for the librarian to renewor ncrease his knowledge.

10. The educational patternsare rigid and old-fashioned; thereis a serious shortage of text books.

11. -=here are few supplementarybooks or other materials, hencethe heavy dependence on rote learning and men orization and little use of books andother library materials. 12. No provisionexists for research in education.

Siren the

The fine spirit of the librarians,their eagerness to learn andtheir dedication to their work.

Some General Observationson the Librariesn Viet Na (Based on visits to libraries in Saigon,Da_ Nhatrang in November 1966) lima of Libraries Public: There are two public librariesin South Viet Nam:1)The one library in Saigon which could be classifiedas public, in that it is available to thegeneral public, is the Nat onal Library whichhas a lending section. However,no books may be taken out of the library for homeuse. 2) The Da lat Public Libraryhas a miscellany of bookswhich are donated by the

people of the town of Dalat. Thereis no budget for the library, butbooks may be borrowed for home use. 3) The USIS Librariesare under the U. Government. The Abraham Lincoln Libraryis the only library in Viet Namgiving truly professional service.

University: There are three establisheduniversities which have librariesSaigon, Lalat and Hue. Recently twonew universities have been established andhave set up small libraries. These are theUniversity of Cantho and the Van-RanhUniversity (the latter is a Buddhist institution).Saigon University has various collegeswhich have

separate libraries at different locationsin the city. These include: the Facultyof Letters, the Faculty of Pharmacy, theFaculty of , the Faculty ofLaw, and Faculty of Medicine. In theinterest of economy and efficiency, it wouldseem that a large central library would be betterfor the entire university than the small, inefficient, separately operatedinstitutions which now exist.

Public School: Thereare no elementary school libraries: there is onlyone high school library and it is not organized forservice. Most of the librariesare under the general jurisdiction of the government.

Budget

In general, the libraries do not havebudgets. Books are donated by he U. S. government, the Asia Foundation, and the BritishCouncil.

Education of Librarians:

There are only five librarians in VietLiam who have had any professional library education. Four of these have been educatedin the United States and one in France. A GeneraPlan for Libraries, in Three Phaes

The following are suggested stages for thodevelopment of libraries in South Viet Nam: The Pre aratpry Phase

A. The preconditions for success should be eablished, such

Gathering and diagnosing the lu cessaryfecs about the current situation.

2.Clarifying the basic policies and direti, nshich mustovide the framework for the plan. Making satisfactory organizational and administrative arrangements for executing the plan.

Phase II

A.It should be possible to establish courses, some of thm of a specialized nature, in library science, at the University of Saigon. The ultimate objective of thisprogram is to creategeneral in-service training facility for librarians, giving them the opportunity to attend some form ofr-efresher course eachear. By this 'means it is hoped that librarians will become increasingly a part of one professi body which is deeply concerned in the maintenance of its standards and the improver f its te Thnieues. B. A corps of graduate students should bsent to the United States to a library school accredited by the American Library Associatn (The U. S. has the best developed schools, system of libraries and library education in theworld). C. A corps of Teachers from the United States uld be invited to establish a Library School in Viet Nem, probably as a professional school under theauspices of Saigon University. After a period of three to five years Saigon University could havea Vietnamese faculty to staff the school. Phase III

A. Several extension centerscould be established and enlargedto a point at which Lrarian- ould be able to attenda course of at least three months' durationnot less than once every th years and preferably in two successiveyears. In addition, librarians should beencouraged to find ways of Improving theirown qualifications, and any professional improvements should be rewarded by salaryincrements.

Bibliography

Boaz, Martha.The American Library Specialistin An -Underdeveloped Country. Lournal of L bear EducationVIII(Fall, 1967)106-114. Kaser, D. E. and others.Library Development in Eight Asian Countries. Scarecrow Press, 1969. Institute on "INTERNATIONAL LIBRARYIVLANPOV'ER: Education and Placementin North America" DetroitJune 26-27, 1970 Education for Librarianship French Speaking West Africa Fact Sheet prepared byMrs. Dorothy Obi

Area gQtagy-Aap101_ (Square Pales) Estimated Popularon Cameroun (Yaounde) 193,681 5,493,000 Dahomey (Porto Novo) 44,685 2,530,000 Guinea (Conadary) 98,865 3,702,000 (Abidjan) 127,520 4,010,000 Mali (Bamako) 465,050 4,787,000 Mauritania (Nouakchott) 491,300 1,100,000 Niger (Niamey) 459,180 3,643,000 Senegal (Dakar) 76,084 3,800,000 (Lome) 22,002 1,760,000 Upper Volta (Ouagadougou) 113,100 5,155,000

Primary and Secondaryduration Based upon the -French system with French the languageof instruction and cycles of study and final certificates patterned aftermetropolitan France. Nowcharacterized by Africanization of programs and teaching staff withthoughtful efforts to adaptFrench system to local traditions and needs. Education is notcompulsory at any level with the exception of Togowhere primary educationis Compulsory in principal. In general the system comprises pre-school education(ages 3-5), primaryeducation (ages 6-11) for which the Certificat d'etudes priniairs elernentaires (C.E.P.E.) is ded after the finala ination, and secondaryeducation. Two types ofsecondary -2-

school are available- -the Lycee which a a 7-year program leading to the Baccalatu-4at and the Co Hog d'enseignementgeneral which offers two types ofcourse: the onselgr long, which enables a studentto continue after the Brevet (4 years) in another school towardsa Baccaleurat, and the en--.--igneraentcourt, leading only to the Brevet. The Baccal, greatgenerally qualifies a student foradmission to a university; the Brevet d'etudE!s duprermici cycle (B .,E.P.C.) qualifies Insome cases for preparatory certificatecourses within the university setting for whichan entrance examination Is also required. Advanced Education

The region contains uversi es--the Federal University of theCameroun Yaounde; theUniversity of Abidjan, Ivory Coast, theUniversity of-Dakar, Senegal, and the Institut d'enseignementsuperior du Bnin of which the school ofarts and

letters is at Lorne (Toga) andthat of sciences at Porto Novo (Dahomey) There Is one library school in the region--l'Ecole de Bibliotheicaires, Archivisteset Cocumentalistes, Unlve de Dakar. Education for Librarlansh.l

The library school serving FrenchWest Africa was created 28 March 1962,as the Centre Regional deFormation de Bibliothecaires, Dakar.By agreement signed between Unesco and theGovernment of the Republic of Senegal thisCentreas established to train librarianfrom all French-speaking Africancountries south of the Sahara, Unesco provided (inaddition to an expert, some books and equIpmert) fellowshipto train tho future director of the Centre andfellowships for students during the period 1963-67 basedon estimates of needed librarians supplied to it by the Governments ofFrench-speaking tropical Africa. The first intake of students vias in November 1963, was composed of 20

students from 11 countries.Between November 1963_and June 1967 when the Unesco

fellowship program ended the Centre held four 8-monthcourses ;which were attended by 83 participants from the following 18 countries:Burundi, , Central

African Republic, Chad, Congo (Brazzaville),Democratic Republic of the Congo, Dahomey, , Guinea, Ivory Coast, Madagascar, Mali,Mauritania, Niger, Rvdanda, Togo, Senegal, and Upper Volta. Of these 76 remainedfor two years in the course.

The qualification for entry is the French Baccalaurator its equivalent.Itas not, however, possible to adhere -strictly to these standards during theearly years. In order to offer opportunity to librariansor documentalists already in employment

who did not satisfy the library school entire requirements, Senegal introduceda

special entrance examination. The educational background of the studentshas steadily risen.

On 1st July 1967 the Regional Center was transformed by decree of theCouncil of Ministers, Republic of Senegal, into l'Icole de Bibliothkaires,Archivistes et Documentalistes, University of Dakar, and was given the status ofa university institute.In 1969 the school moved into a building on the newcampus of the University of Dakar.

On May 20th, 1969, two further decrees (nos. 69.618 and 69.619) fixedthe new regulations and curriculu-The lenght of the course of studies ,vas extended to two years composed of 212 hours of librarianship and 118 hours of general culture in the first year and 335 hours of librarianship only in the secondyear.In addition the student is required to do practical -work of not less thanone month's duration in a library during the second year. -4-

Students are required totake both written and oralexaminations. Successful candidates are a,rareda diploma, "Diplome d'aptitu.deaux fonctions de biblioth4caire" which may be awarded ata pass, credit or honors level.

The director of the Schoolis M. Amadou Bousso, of Senegal. BIBLIOGRAPHY

Bousso, Amadou, "Centre Regional de Formationde Bibotheceires." SCAUL Nedvsletter, no. 4 (April, 1967),p. 171-177.

Bousso, Amadou, and others,"Alibrary for the developing countries.' The views of ABousso, Preben Kirkegaard, Paula Salvan; the summing up by John Dean.Unes -!,3 Bulletin for Libraries, XIII (July- August, 1968),p. 173-188.

Seguin, Louis, 'The Regional Centre for the Trainingof Librarians at Dakar. Unesco Bulletin for Libraries, XVIII (May-June, 1964),p. 101-104.

Villemin, Silvere, "The training cif librariansin Africa ',Unesco Bulletin for Libraries, XXI (Nov.-Dec.,1967), p. 291-300.

Senegal. Ministry of Education. Decretno. 59.618 du Mai 1969 fixant la durSe des etudes et le programme des enseignementsde la section de bibliothercaires de I'Ecole de bibliothkaires Archivistes et Documentalistes.Dakar, 1969. Senegal. Ministry of Education. Decretno. 69.619 du 20 Mai 1969 fixant les rnodalites d'attribution du diplome d'aptitudeaux fonctions de bibllothecaire. Dakar, 1969. Institute )n "INTERNATIONAL LIBRARY MANPOWER: Education and Placement in North America" Detroit - June 26-27, 1970

Education for Librarianshi- YEMEN (Incomplete)

BACKGROUND. INFORMATION

I.Population 5, 000, 000 2.Compulsory Education

Duration

4.Entrance Age

S_thool Enrollment Ratios

Unadjusted Schdol Enrollment Ratios:

A.First Level 5 B. Second Level0.4

C.First and Second Levels 4

Adjusted School Enrollment Ratios: First and Second Levels Education at Third Level A. Teaching Staff

B.Students C. -Number of students per 100,000 inhabitants Libraries

A.National 3 3

B.University C. School D. Special - -

E.Public

UNESCO Statistical Yearbook_.. 1960.Paris, 1959